Discovery Practice HSC Paper

Area of Study

DISCOVERY PRACTICE PAPER

A

2015–20

PRACTICE HSC EXAMINATION PAPER

English Standard and Advanced – Paper 1 Total Marks - 45 Section I

General Instructions   

Reading Time – 10 minutes Working Time – 2 hours Write using black or blue pen

Pages 2–7

15 marks  Attempt Question 1  Allow about 40 minutes for this section Section II

Page 8

15 marks  Attempt Question 2  Allow about 40 minutes for this section Section III

Pages 9–10

15 marks  Attempt Question 3 Allow about 40 minutes for this section DISCOVERY PRACTICE PAPER A: This paper is designed to give students practice in the Discovery Area of Study. ©Total Education Centre

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Section I 15 marks Attempt Question 1 Allow about 40 minutes for this section Answer the question in a writing booklet. In your answer you will be assessed on how well you:  demonstrate understanding of the way perceptions of discovery are shaped in and through texts  describe, explain and analyse the relationship between language, text and context Question 1 (15 marks) Examine Texts one, two, three and four carefully and then answer the questions on page 7. Text one – Prose fiction extract: Planet of the Ancients The ‘scouting party’, as they had been called, was now down to three and things did not look promising. Commander Tye Skinner, Science Officer Kylie Pavlov and biologist Sarah Jung were the only survivors from a party of thirty that had landed on, what had been called by Earth Central, the Planet of the Ancients. It had been given this name because of the huge monolithic ruins that abounded on its lush and fertile plains. Although the planet had been earmarked for development and repopulation, things had not gone to the very specific plans which had been issued. No one who had left the establishment ship had returned safely. Yet there were no signs of force and no communication had been made that would indicate there was a problem. The ship and its operating systems were running as they should. The atmosphere of the planet appeared life-sustaining although there was no sign of intelligent life. The remaining three had begun to speculate but no real solutions had been found to the problems they faced. They were acutely aware the mother ships were at least two months away. Skinner had banned all off-ship movement a week ago but still two more crew had ‘gone’ with no apparent clues. Pavlov with her lunar-engineering skills had constructed an EMD (Energy Modification Detector) to track the slightest change in any form of energy in the atmosphere and the device now monitored the area around the ship. Real fear had passed; they were too few to panic. Terror had been replaced by determination and resilience. They would do what they could to survive and hope it was good enough. There was an abundance of food on the planet as well as their own supplies and, with the tropic-like climate, water was no problem. Sarah spoke with frustration, ‘I’ve checked the bio-atmosphere again, the hydration again, the loamratio again and still nothing.’ ‘We have all done everything we can so perhaps we need to try something from left field to solve the problem,’ suggested the Commander, whose usual smile had hardened over the past weeks to a grimace. ‘Perhaps an inspection of the main ruins where the first party disappeared may help. At least it would give us something to do...’ © Total Education Centre 2014

2Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

‘I’m up for it,’ replied Kylie, ‘Better to move than to sit and wait.’ Sarah agreed and began to load up the mini-pod. It was time to move and attack the problem before they too were gone. WILLIAM BURDEN

Question 1 continues on page 3

© Total Education Centre 2014

3Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Question 1 (continued) Text two – Photograph

Question 1 continues on page 4

© Total Education Centre 2014

4Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Question 1 (continued) Text three – Photograph

Question 1 continues on page 5

© Total Education Centre 2014

5Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Question 1 (continued) Text four – Travel article

Mexican Standoff at Lower Slaughter Giving way to horses is all part of the drive along Romantic Road – where Cotswold villages are prettier than their weird names suggest It is the driving equivalent of a Mexican standoff. Two of us are travelling in opposite directions on a narrow, single track road. One of us will have to back up. It’s a battle of wills. I’ve already lost two of these this morning. I need a win. With narrowed eyes I attempt to stare down my adversary. He seems unfazed. Five seconds pass. It feels like a lifetime. Finally, my female passenger says to me: “Aren’t you going to back up?” “No,” I reply. “Why can’t he?” She sighs. “Because he’s on a horse.” I begrudgingly reverse into a passing bay. And while the rider thanks me with a wave and a smile as he walks by, the horse definitely sniggers. Despite growing up in the UK, I’d forgotten how different driving in the English countryside is to driving in Australia. We’ve spent the morning hugging hedges and flint walls, never quite knowing what we’ll find around the next corner. So far we’ve encountered a flock of sheep, two tractors and a cheery Dutch couple on a tandem bicycle. At this rate I wouldn’t be surprised to exit a bend and be confronted with a pantomime horse on a penny farthing (an early type of bicycle). Although, I’d draw the line at backing up for that. We’re in the Cotswolds, an irresistibly quaint area of England roughly two hours’ drive west of London. Declared an Area of Outstanding Natural Beauty in 1966, the region contains a network of gorgeous little towns and hamlets linked by winding, hedge-lined lanes. Our first stop is Lower Slaughter which, despite its rather unattractive name, is one of the most picturesque villages in the area. We park the car and stroll along the banks of a shallow brook that runs through the village and gaze enviously at the cute, honey-coloured limestone cottages that characterise the region. While we pause on a bridge to take in the view, a couple drive on horseback and stop to let their horses drink from the brook. It’s the sort of quintessential English scene you’d expect to find on a jigsaw. From here we head to Upper Slaughter and the route is a reminder of why I love driving through the English countryside in summer. The road is empty, the sun is shining and the hawthorn bushes are humming with birdsong. © Total Education Centre 2014

6Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Question 1 continues on page 6

© Total Education Centre 2014

7Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Question 1 (continued) We drive along narrow lanes lined with dry-stone walls, spot crumbling old farmhouses through gaps in the trees, and stumble upon stunning vistas that boast undulating fields in every shade of yellow and green. I’d also forgotten just how densely packed rural England is. The Cotswolds measures just 40km by 145km but contains hundreds of towns and villages. It is impossible to drive more than a few kilometres without passing through some sort of settlement. I quickly have to recalibrate my sense of distance and scale. Unlike in Australia, where I so often point the car in one direction, set the cruise control and drive for eight hours straight, you just can’t do that over here. Well, you could, but you’d end up in the North Sea. Half the fun of exploring an area like this is just following your nose. A random turning or a curious sounding name on the map can often lead to a gorgeous country pub or historic hamlet. Several times we detour from our route on a whim just to see what we’ll find. Places like North Nibley, Dumbleton and Guilting Power cry out to be visited. We stop for lunch in Bourton-on-the-Water, one of the largest and most visited towns in the area. In addition to the usual smattering of pubs, shops, restaurants and tearooms, it has several established tourist attractions, including a model village and a small but well thought out motor museum. We find a table in the beer garden of The Kingsbridge Inn, a lovely pub overlooking the River Windrush, and enjoy a leisurely lunch under a cloudless sky. I have visions of whiling away the rest of the day here, but I’m curtly reminded that we are behind schedule and there is still a lot to see. We spend the rest of the afternoon winding our way along more tree-lined lanes, crossing bridges and streams, and driving past memory-card sapping views and through countless towns and villages. Highlights include the village of Broadway, with its impressive sweeping main street; the Tudor cottage-lined streets of Winchcombe; and the achingly quaint village of Great Tew, which is worth a visit just for a drink in its charming pub, The Falkland Arms. We roll back into Cheltenham at sunset – tired, a little sunburnt (yes, I couldn’t believe it either) but smiling. The day has been a delightful reminder of how pleasurable a driving holiday in the UK can be. Get out of London and keep off the main roads and you’ll see a side of England that just isn’t accessible by any other means. And while the Cotswolds is an ideal candidate for this type of trip, it’s an experience you can repeat all over the country. Pick any rural region – the Lake District, Cornwall and Dorset to name but three – and you’ll find gorgeous scenery, centuries of history and a genuinely warm reception. By Rob McFarland, appeared in Open Road, September/October 2009

© Total Education Centre 2014

8Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Question 1 continues on page 7

© Total Education Centre 2014

9Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

In your answer you will be assessed on how well you:  demonstrate understanding of the way perceptions of discovery are shaped in and through texts  describe, explain and analyse the relationship between language, text and context

Question 1 (continued) Text one – Prose fiction (a)

Explain the problems experienced by the explorers in the extract.

2

Texts two – Photograph (b)

How does the photographer use body position to convey positive feelings about travel?

2

Texts two and three – Photographs (c)

Compare the ideas about discovery represented by both photographs.

3

Text four – Travel article (d)

‘It is the driving equivalent of a Mexican standoff.’

3

Explain how the writer uses the Mexican standoff comparison to convey the nature of his discovery about the English countryside.

Texts one, two, three and four – Prose fiction, Photographs and Travel article (e)

Analyse how TWO of the texts explore ideas about the discovery of places.

5

Do not choose Text two AND three. You may NOT write on BOTH photographs, Texts two and three.

© Total Education Centre 2014

10Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Section II 15 marks Attempt Question 2 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you:  express understanding of discovery in the context of your studies  organise, develop and express ideas using language appropriate to audience, purpose and context

Question 2 (15 marks)

Discovery may not be easy, but it is often rewarding Use this idea about discovery to compose a piece of imaginative writing.

© Total Education Centre 2014

11Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Section III 15 marks Attempt Question 3 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you:  demonstrate understanding of the concept of discovery in the context of your study  analyse, explain and assess the ways discovery is represented in a variety of texts  organise, develop and express ideas using language appropriate to audience, purpose and context

Question 3 (15 marks) The experience of discovery often leads individuals to make significant changes to their lives and values. To what extent have you seen this in your study of your prescribed text and ONE related text of your own choosing?

Question 3 continues on page 10

© Total Education Centre 2014

12Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Question 3 (continued) The prescribed texts are:  Prose Fiction

- James Bradley, Wrack - Kate Chopin, The Awakening - Tara Jane Winch, Swallow the Air

 Nonfiction

-

 Drama

Bill Bryson, A Short History of Nearly Everything Ernesto ‘Che’ Guevara, The Motorcycle Diaries Michael Gow, Away Jane Harrison, ‘Rainbow’s End’ from Vivienne Cleven et al. (eds), Contemporary Indigenous Plays

 Film

- Ang Lee, Life of Pi

 Shakespeare  Poetry

- William Shakespeare, The Tempest - Rosemary Dobson       

Young Girl at a Window Wonder Painter of Antwerp Traveller’s Tale The Tiger Cock Crow Ghost Town: New England

- Robert Frost  The Tuft of Flowers  Mending Wall  Home Burial  After Apple-Picking  Fire and Ice  Stopping by Woods on a Snowy Evening - Robert Gray  Journey: the North Coast  The Meatworks  North Coast Town  Late Ferry  Flames and Dangling Wire  Diptych © Total Education Centre 2014

13Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

 Media

- Simon Nasht, Frank Hurley – The Man Who Made History - Ivan O’Mahoney, Go Back to Where You Came From – Series 1, Episodes 1, 2 and 3 and The Response

End of paper

Discovery Practice Paper A English Standard and Advanced HSC Trial Paper 1 MARKING GUIDELINES Section I Question 1 (a) Criteria  Explains the problems experienced by the explorers  Identifies problems experienced by the explorers

Marks 2 1

Answers could include:  Going into an unknown place was physically dangerous. The group has been reduced to three, “and things did not look promising”.  There are no support networks. These explorers are cut off and without aid as “the mother ships were at least two months away”.  The unchartered territory means the situation is not understood and there are “no apparent clues” to the mysterious happenings. They keep losing people despite seeming to have favourable climate and provisions.  They thought they were prepared with all their expertise like “lunar-engineering skills” and gadgets like the EMD and mini-pod but these have not helped. This has challenged their confidence. (b) 

Criteria Explains how a number of body features convey positive feelings about travel

© Total Education Centre 2014

Marks 2

14Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1



Explains how a least one body feature convey positive feelings about travel

1

Answers could include: Students need two different body features. Body features discussed could be stance, facial expressions, gesture, proximity. For example:  The couple are leaning closely towards each other which suggests happiness, warmth and intimacy  The man is pointing and this implies there is something worth seeing being drawn attention to  Both subjects are smiling which shows they are having a good time  The man’s arm is protectively placed around the lady to suggest he is sharing a special moment  They have tilted their heads towards each other which suggests happiness, warmth and intimacy which is positive

© Total Education Centre 2014

15Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

(c) Criteria  Compares effectively with aptly chosen textual references the ideas about discovery represented by both photographs  Explains well at least one similarity and one difference  Compares with some supporting textual references the ideas about discovery represented by both photographs  Explains least one similarity and one difference  Explains at least one similarity OR one difference

Marks 3

2

1

Answers could include: Similarities may include:  The experience of discovery is enjoyable. Both photographs show smiling subjects who are clearly enjoying themselves.  The experience of discovery takes people away from their homes. The elderly people are in front of a famous French landmark. The younger woman is riding a bike symbolising travel.  Discovery allows people to see worthy things. The man is pointing at something noteworthy and the girl appears to be looking around her with a bag to suggest she is sightseeing.  Discoveries seem exciting in both as each photo seems to be taken mid action. In Text two the man is pointing and the couple appear to be talking. In Text three the girl seems to be riding her bike having been interrupted for the shot. Differences may include:  In Text two the experience of discovery seems to be for the well-off as the people are wearing formal clothing. He is wearing a jacket and she is in a high necked blouse. Text three does not imply this. The younger girl is in casual wear and riding a bike which is not luxurious.  It is implied that discovery occurs in in exotic destinations in Text two as they are in Paris and the lights and blurred background make it seem romantic and more than ordinary. Text three shows that discovery can be in less impressive surroundings as she seems in a more ordinary street setting. (d)   

Criteria Analyses effectively with aptly chosen textual references how the writer uses the comparison to convey the nature of his discovery about the English countryside Includes clear understanding of the comparison as a language technique Describes with textual references how the writer uses the comparison to convey the nature of his discovery about the English countryside

© Total Education Centre 2014

Marks 3

2

16Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

 

Includes some understanding of the comparison as a language technique Explains what the comparison refers to in the text

© Total Education Centre 2014

1

17Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Answers could include: He uses the parallel to a Mexican standoff to convey what it is like to drive on a narrow road as a Mexican standoff is where one battles another until someone backs down. The driving is like this because one of the vehicles must reverse and give way to the other. However, this is a rather inappropriate image as it is so unlike the place as described. It is an apt image as it shows how foreign the tourist is to this part of the world. He uses battle language such as “adversary” and “I need to win” which is juxtaposed to the quiet rural setting. This contrast shows how this place is a discovery to him as he is not at all like it. The humour of the wife’s dry comment, “Because he’s on a horse” is meant to emphasise his foreignness. The remainder of the article speaks of the quiet beauty of the place which is similarly very unlike the images of his standoff. Overall he is someone who has discovered an entirely new way of life and scenery. The inappropriate Mexican standoff comparison helps show the discovery. (e)           

Criteria Analyses skilfully how TWO of the texts explore clear ideas about the discovery of places Discusses both texts insightfully supporting comments with wellchosen textual references Discusses comprehensively the techniques used by both composers to represent the ideas Explains effectively how TWO of the texts explore clear ideas about the discovery of places Discusses both texts soundly, supporting comments with effective textual references Discusses the soundly the techniques used by both composers to represent the ideas Explains how TWO of the texts explore ideas about the discovery of places Discusses both texts, supporting comments with appropriate textual references Describes some techniques used to represent the ideas Describes some ideas about discovery of places Makes some textual reference

Marks

5

4

3

2-1

Answers could include: Text 1 – Possible ideas and example techniques to support Newly discovered places can be dangerous as shown by: © Total Education Centre 2014

18Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

 People are dying and it is perilous as they were “now down to three and things did not look promising”  The use of the definite tone establishes the party as tough and implies they will fight which creates conflict and interest ie. “Terror had been replaced by determination and resilience”  The alliteration of the “r’ sound in “Terror had been replaced by determination and resilience” and sounds somewhat menacing and haunting.

© Total Education Centre 2014

19Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

People can be ignorant about newly discovered places as shown by:  There is an atmosphere of mystery created by “but still two more crew had ‘gone’ with no apparent clues”  Detector”, “bio-atmosphere”, “hydration” and “loam-ratio” creates a sense of confidence in the skills of the crew which emphasises true ignorance despite their abilities  The contrast between the “banned all off-ship movement” and continued loss of crew creates an enigma to interest the reader  The use of acronyms like “EMD” creates a sense of confidence in the skills of the crew which emphasises the idea that the crew thinks it is equipped but this is challenged Our current skill-set may not prepare us for new places we discover / The discovery of new places can challenge what we think we know as shown by  “Detector”, “bio-atmosphere”, “hydration” and “loam-ratio” creates a sense of confidence in the skills of the crew which emphasises the idea that the new place discovered has not been really readied for  The contrast between the efficient, “banned all off-ship movement” and continued loss of crew creates an enigma to interest the reader  The use of acronyms like “EMD” creates a sense of confidence in the skills of the crew which emphasises the idea that the crew thinks it is equipped but this is challenged  The use of ellipsis in “At least it would give us something to do…” helps create a tone of hopelessness which implies they are not coping

Text 2– Possible ideas and example techniques to support People can discover new places to be exciting/interesting/enjoyable/uplifting as shown by:  The happy facial expressions and the expressions of intense interest  The exotic landmark in the background as a symbol  The gesture of pointing which implies there is something worthwhile seen  The framing to include the background shows it is worthy People are brought together by discovery of places as shown by:  The body position of leaning towards each other shows  Man’s arm is around the woman  The subjects are looking in the same direction shows togetherness/common purpose  The blurred background implies the relationship of the couple is more important than the site Discovery of places can occur at any age as shown by:  Use of older people  The camera is a symbol of discovery and shows these people have experienced it

© Total Education Centre 2014

20Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Text 3– Possible ideas and example techniques to support People can discover new places to be exciting/interesting/enjoyable/uplifting as shown by:  The happy facial expression  The attractive boardwalk in the background  The flowers in the hanging baskets as a symbol of happiness  The framing to include the background shows it is worthy  The warm sunny weather symbolises the positive experience of the place People learn/collect memories from discovery of places as shown by:  The body position of leaning towards each other shows  The basket/bag on the bike as a symbol of collection Discovery of places can occur at any age as shown by:  Use of a young adult  The bike is a symbol of discovery and shows she has experienced it Text 4 People can discover new places to be exciting/interesting/enjoyable/uplifting as shown by:  Enthusiastic/happy/interested tone eg. “It’s the sort of quintessential English scene you’d expect to find on a jigsaw”  Affectionate, positive terms eg. “prettier”, “cheery”, “quaint”, “birdsong”  Admiration shown through complimentary descriptions eg. “irresistibly quaint”, “gorgeous little towns”, “gaze enviously”  Romantic imagery and references to iconic English features eg. hedges, little towns, narrow roads, cobblestones, slow pace life  Pleasant sounding alliteration eg. “hugging hedges”, “stumble upon stunning”  Listing of positive experiences implies there are many ie. “Highlights include…”  Use of personal anecdote to convey the wonder of the findings. Eg the account of the standoff, eating at the pub  Colloquial expressions showing fondness “just following your nose”  Exaggeration and humour “...confronted with a pantomime horse on a penny farthing” to highlight the attractiveness of the experience People are brought together by discovery of places as shown by:  Use of inclusive terms like “we” constantly  The descriptions of places visited implies connection We can be ignorant about newly discovered places / they can challenge what we think we know as shown by:  His adversarial attitude is misplaced, “It’s a battle of wills. I’ve already lost two of these this morning. I need a win”.  The inappropriate Mexican standoff image © Total Education Centre 2014

21Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

 The tone of wonder and amazement, “Half the fun of exploring an area like this is just following your nose”  His need to “recalibrate” his notions of distance formed from Australian living “Despite growing up in the UK, I’d forgotten how different driving in the English countryside is to driving in Australia.”

© Total Education Centre 2014

22Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Section II Question 2 Outcomes assessed: H1, H8, H10, H11 MARKING GUIDELINES Criteria              

Marks

Using the stimulus composes a sustained and engaging imaginative response Explores perceptively and creatively the notion that difficulties involved in discovery can have positive outcomes Demonstrates skilful control of language and structure appropriate to audience, purpose, context and form Using the stimulus, composes an effective imaginative response Explores effectively the notion that difficulties involved in discovery can have positive outcomes Demonstrates well-developed control of language and structure appropriate to audience, purpose, context and form Using the stimulus, composes a sound imaginative response Explores the notion that difficulties involved in discovery can have positive outcomes Demonstrates control of language and structure appropriate to audience, purpose, context and form Attempts to compose an imaginative response often with little or no reference to the stimulus Attempts to explore the notion of difficulties involved in discovery Demonstrates variable control of language and structure with limited appropriateness to audience, purpose, context and form Attempts to compose a response about discovery Demonstrates elementary control of language

© Total Education Centre 2014

13–15

10–12

7–9

4–6

1–3

23Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

Section III Question 3 Outcomes assessed: H1, H2, H3, H4, H7, H11, H12 MARKING GUIDELINES Criteria

              

Marks

Evaluates skilfully with detailed textual references how the experience of discovery often leads individuals to make significant changes to their lives and values Demonstrates a perceptive understanding of the language and ideas of the prescribed text Integrates a well-chosen related text, showing insightful understanding of its ideas and techniques and its links to the prescribed text Composes a well-integrated response using language appropriate to audience, purpose and context Evaluates effectively with detailed textual reference how the experience of discovery often leads individuals to make significant changes to their lives and values Demonstrates a substantial understanding of the language and ideas of the prescribed text Discusses an appropriate related text, showing effective understanding of its relevant ideas and techniques Composes a cohesive response using language appropriate to audience, purpose and context Explores with appropriate textual reference how the experience of discovery often leads individuals to make significant changes to their lives Presents some prescribed text analysis using appropriate textual references Discusses a related text, showing understanding of its relevant ideas and techniques Composes a response using language appropriate to audience, purpose and context Demonstrates with some textual reference aspects of discovery and its link to individual lives Describes aspects of the text Attempts to compose a response with some appropriateness to audience, purpose and context

© Total Education Centre 2014

13–15

10–12

7–9

4–6

24Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

 

Refers to aspects of discovery using elementary knowledge of the text(s) Attempts to compose a response

© Total Education Centre 2014

1–3

25Discovery Practice Paper A Marking Guidelines

PRACTICE A Discovery English Standard and Advanced HSC Trial– Paper 1

MAPPING GRID DISCOVERY PRACTICE A ENGLISH TRIAL HSC ADVANCED AND STANDARD PAPER 1 Questio n 1(a) 1(b) 1(c) 1(d) 1(e) 2 3

Mark 2 2 3 3 5 15 15

Content Area of Study Area of Study Area of Study Area of Study Area of Study Area of Study Area of Study

© Total Education Centre 2014

Outcome H6 H4, H6 H4, H6 H4, H6, H7 H1, H2, H3, H4, H6, H10 H1, H8, H10, H11 H1, H2, H3, H4, H7, H11, H12

26Discovery Practice Paper A Marking Guidelines