General feedback
Students should:
- specifically address all aspects of the question or statement, rather than present a prepared response which is not relevant
- understand that there are multiple pathways into a question or statement
- take the time to plan and define the key terms in relation to their prescribed text
- consider the definition and role of literature in society
- develop a strong, sustained argument in response to the question or statement
- demonstrate a strong awareness of composer, form and representation
- demonstrate a holistic and detailed understanding of the prescribed text
- support their response with carefully selected, detailed and relevant textual evidence and analysis
- express themselves in a coherent manner with sustained and effective control of language and ideas.
Question 7 — Prose Fiction
M T Anderson, Feed
In better responses, students were able to:
- effectively discuss how and why the novel challenged and/or reinforced reader understanding of ordinary situations
- engage with the statement by defining the ‘ordinary situations’ in the context of the novel, including, but not limited to: corporate power over the everyday individual; individual experiences in a world of IT-driven consumerism; and the importance of language in ordinary relationships
- use relevant, carefully selected textual evidence to present a cogent response and a discussion of the text’s satirical purpose and genre.
Areas for students to improve include:
- engaging with the key words of the statement in the context of the novel
- demonstrating an informed understanding of the novel
- including discussion of a broad range of textual features, especially features specific to the novel form
- providing a clear focus on the purpose of Anderson’s novel.
Mark Haddon, The Curious Incident of the Dog in the
Night-time
In better responses, students were able to:
- effectively discuss how and why Haddon challenges reader understanding of what constitutes ‘ordinary’
- engage with the statement by defining the ‘ordinary situations’ in the context of the novel, including, but not limited to: how people with neuro-divergent perspectives perceive and interpret ordinary situations; and how family dynamics are affected by challenges
- use relevant, carefully selected textual evidence to present a cogent response and a discussion of the text’s didactic purpose, structural composition and narrative style.
Areas for students to improve include:
- engaging with the key words of the statement, in the context of the novel
- demonstrating an informed understanding of the novel
- including discussion of a broad range of textual features, especially features specific to the novel form
- providing a clear focus on Haddon’s purpose.
Poetry
Robert Gray, Coast Road
In better responses, students were able to:
- effectively discuss how and why the poems challenged and/or reinforced reader understanding of ordinary landscapes and situations
- engage with the statement by defining the ‘ordinary situations’ in the context of the poetry, including, but not limited to: how individuals engage with the natural environment; and finding the sublime in the ordinary
- use relevant, carefully selected textual evidence to present a cogent response and a discussion of the text’s purpose, poetic form and imagist style.
Areas for students to improve include:
- engaging with the key words of the statement, in the context of the poems
- demonstrating an informed understanding of the poems by evaluating and selecting the poems which best suit the statement
- including discussion of a broad range of textual features, especially features specific to the poetic form
- providing a clear focus on Gray’s purpose.
Oodgeroo
Noonuccal, Selected Poems
In better responses, students were able to:
- effectively discuss how and why the poems challenged and/or reinforced reader understanding of ordinary situations
- engage with the statement by defining the ‘ordinary situations’ in the context of the poetry, including, but not limited to: the transformative nature of travel, and intercultural experiences
- use relevant, carefully selected textual evidence to present a cogent response and a discussion of the text’s didactic purpose, poetic form and figurative style.
Areas for students to improve include:
- engaging with the key words of the statement, in the context of the poems
- demonstrating an informed understanding of the poems by evaluating and selecting the poems which best suit the statement
- including discussion of a broad range of textual features, especially features specific to the poetic form
- providing a clear focus on Oodgeroo’s purpose.
Drama
Scott Rankin, Namatjira
In better responses, students were able to:
- effectively discuss how and why the play challenged and/or reinforced audience understanding of ordinary situations
- engage with the statement by defining the ‘ordinary situations’ in the context of the play, including, but not limited to: family and friendship against a backdrop of social and cultural change; and the role of the individual within society
- present a cogent response and a discussion of the text’s didactic purpose and dramatic representation.
Areas for students to improve include:
- engaging with the key words of the statement, in the context of the play
- demonstrating an informed understanding of the play
- including discussion of a broad range of textual features, especially features specific to the dramatic form
- providing a clear focus on Rankin’s purpose.
William
Shakespeare, A Midsummer Night’s Dream
In better responses, students were able to:
- effectively discuss how and why the play challenged and/or reinforced audience understanding of ordinary situations
- engage with the statement by defining the ‘ordinary situations’ in the context of the play, including, but not limited to: love, marriage and courtship through the lens of the fantasy genre; and the reshaping of perspectives around gender
- present a cogent response and a discussion of the text's social commentary, dramatic representation and genre.
Areas for students to improve include:
- engaging with the key words of the statement, in the context of the play
- demonstrating an informed understanding of the play
- including discussion of a broad range of textual features, especially features specific to the dramatic form
- providing a clear focus on Shakespeare’s purpose.
Nonfiction
Anna Funder, Stasiland
In better responses, students were able to:
- effectively discuss how and why the text challenged and/or reinforced reader understanding of typical situations
- engage with the statement by defining the ‘ordinary situations’ in the context of the text, including, but not limited to: living an ordinary life under a totalitarian regime
- present a cogent response and a discussion of the text’s didactic purpose and representation.
Areas for students to improve include:
- engaging with the key words of the statement, in the context of the text
- demonstrating an informed understanding of the text
- including discussion of a broad range of textual features, especially features specific to the nonfiction form
- providing a clear focus on Funder’s purpose.
Film
Peter Weir, The Truman Show
In better responses, students were able to:
- effectively discuss how and why the film challenged and/or reinforced audience understanding of ordinary situations
- engage with the statement by defining the ‘ordinary situations’ in the context of the film, including, but not limited to: living an ordinary life within a constructed reality; the impact of the media on individuals; and individual agency in a consumerist world
- present a cogent response and a discussion of the text’s satirical purpose and cinematic representation.
Areas for students to improve include:
- engaging with the key words of the statement, in the context of the film
- demonstrating an informed understanding of the film
- including discussion of a broad range of textual features, especially features specific to the film form
- providing a clear focus on Weir’s purpose.
Media
Simon Nasht, Frank Hurley: The Man Who Made History
In better responses, students were able to:
- effectively discuss how and why the text challenged and/or reinforced audience understanding of ordinary situations
- engage with the statement by defining the ‘ordinary situations’ in the context of the text, including, but not limited to: photography as a recording mechanism of exploration; and finding the extraordinary in the ordinary
- present a cogent response and a discussion of the text’s social commentary, didactic purpose and mode of representation.
Areas for students to improve include:
- engaging with the key words of the statement, in the context of the text
- demonstrating an informed understanding of the text
- integrating discussion of a broad range of textual features, especially features specific to the media form
- providing a clear focus on Nasht’s purpose.
