English EAL/D 2023 HSC exam pack

Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows each question and the criteria with each mark or mark range. Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.

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English (EALD) HSC Exam paper - audio 2023

English (EALD) HSC exam paper - 1 2023
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English (EALD) HSC exam paper - 2 2023
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English (EALD) HSC exam paper - listening 2023
213KB, 4 Pages

English (EALD) Listening marking guidelines 2023
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English (EALD) Paper 1 marking guidelines 2023
488kb, 6 Pages

English (EALD) Paper 2 marking guidelines 2023
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HSC Marking Feedback

Select from the link(s) below to view feedback about how students performed in this year’s examination.

Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.

Feedback on written examination

Paper 1

Section I – Module A: Texts and Human Experiences – Part A

General feedback

Students should:

read all stimulus texts carefully
carefully read the requirements of each question, such as the number of texts students are asked to refer to
familiarise themselves with the terms used in questions, such as discuss, explain and analyse
develop a thorough understanding of the ideas and concepts from the Module A description to inform their responses to the unseen texts
use the mark value as a guide to the length and depth of response required.

Question 1

In better responses, students were able to:

identify experiences of discovery, as shown in the visual text
explain how the experience of discovery is represented, using relevant textual examples
explain how these visual examples represent experiences of discovery.

Areas for students to improve include:

identifying experiences of discovery from the text clearly
identifying different visual techniques related to the visual text and explaining how they shape meaning about the experience of discovery
avoiding simply describing the visual text.

Question 2

In better responses, students were able to:

identify the symbolism of the gold bangles in the text
effectively explain ideas about human experiences, as represented by the symbolism of the gold bangles
select and effectively use textual references to support their explanation of the gold bangles’ symbolism.

Areas for students to improve include:

providing well-chosen textual evidence
clearly linking textual evidence to the question
increasing their understanding of symbolism in relation to the question.

Question 3

In better responses, students were able to:

establish that Alissa Wilkinson is impacted by the film, Past Lives
use detailed, relevant textual evidence and examples to effectively show how the film impacts Alissa Wilkinson
effectively use connectives to organise their ideas.

Areas for students to improve include:

providing well-chosen and detailed textual evidence
linking textual evidence to the question clearly
focusing on the impact the film had on Alissa Wilkinson rather than the description of the film
increasing their understanding of language devices.

Question 4

In better responses, students were able to:

analyse effectively how the narrator’s connection to her apartment is developed
refer to ideas from the module description to enable a greater depth of analysis
support insightful ideas with well-chosen, detailed textual evidence
identify a range of language techniques and analyse the ways they shape meaning
use connectives and paragraphing to organise their ideas effectively.

Areas for students to improve include:

using a range of well-chosen textual evidence to answer all aspects of the question
increasing their understanding of language devices
focusing on the whole text, rather than just the beginning and/or the end.

Section I – Module A: Texts and Human Experiences – Part B

General feedback

Students should:

respond explicitly to the question as a whole, ensuring it is addressed consistently throughout the response
develop a personal and detailed understanding of the ways the concept is identified in the question and how human experiences are explored in the prescribed text
reflect on the ways the prescribed text enables the responder to broaden their understanding of the concept in the question, and gain insights about human experiences and what it means to be human
consider how the textual form, features and language of the prescribed text contribute to the representation of human experiences and how this meaning is shaped
develop a comprehensive and holistic understanding of the prescribed text
compose a sustained and logically structured response.

In better responses, students were able to:

consider the way storytelling is employed by the composer of the prescribed text through a discussion of textual form
demonstrate an awareness of the role of the composer as a storyteller, analysing how the features of the form allow the composer to communicate ideas about human experiences
identify the memorable experiences in the prescribed text and justify for both characters / speakers / individuals and/or for responders
use well-selected examples from the prescribed text to support their line of argument
integrate detailed and well-selected textual evidence to support their ideas about the representation of human experiences in the prescribed text meaningfully
synthesise ideas, making links between paragraphs and/or examples to develop a cohesive line of argument
sustain their control of language and use of a formal register.

Areas for students to improve include:

using key words from the question to demonstrate engagement with all aspects of the question
avoiding unnecessary quotes from the module description without clarifying relevance to their argument
avoiding recounting their prescribed text
identifying and analysing the most appropriate and relevant features in their examples
analysing a detailed range of language techniques to support their argument
demonstrating their knowledge of the text as a whole and selecting relevant textual evidence
establishing a clear line of argument that is sustained throughout the response
avoiding pre-prepared responses or general examples.

Section II – Focus on Writing

Question 6

In better responses, students were able to:

compose an effective and sustained response, exploring the power of a surprise
use language to compose an engaging response in the form of choice
clearly demonstrate that the stimulus was used by incorporating aspects into the response
use the stimulus in a conceptual way
engage the readers’ emotions by applying a range of figurative and/or rhetorical devices appropriate for their selected form
demonstrate controlled use of language appropriate to audience, context and purpose

Areas for students to improve include:

engaging with all aspects of the question, for example, the ‘power of a surprise’, not just ‘surprise’
using the stimulus in an authentic way instead of inserting it as a perfunctory statement
planning, developing and sustaining ideas
structuring a response that considers the audience, context and purpose
avoiding retelling the plots of films or books, or writing a pre-prepared response
refining their written expression to express their intended meaning clearly and fluently.

Paper 2

Section I – Module B: Language, Identity and Culture

Students should:

engage with all the key terms in the question
present and sustain a clear, relevant line of argument
provide appropriate textual evidence and technical analysis to support ideas
demonstrate a holistic understanding of the prescribed text
apply knowledge of the module in the interpretation of the question
present a comprehensive and holistic understanding of the prescribed text, including at least two poems if an anthology is studied
craft a well-structured extended response with a distinct introduction, body paragraphs and a conclusion.

In better responses, students were able to:

present statements addressing the assumptions about cultural identity the composer examines in their prescribed text and explain how these are challenged
evaluate the statement by making a judgement about the extent the composers challenge assumptions about cultural identity, for example, to a significant or great extent, to a moderate or some extent, to a limited extent
use the explicit terms in the question to frame their arguments
sustain a focus on the question throughout their extended response
integrate well-selected textual evidence to support their claims
analyse how textual form and features are used by the composer to represent cultural identity
sustain control of expression
use vocabulary appropriate to their prescribed text and the question to write with clarity.

Areas for students to improve include:

considering how composers challenge assumptions about cultural identity rather than focusing on recounting representations of cultural identity in the prescribed text
linking the line of argument, avoiding the use of rubric terms, phrases or statements
avoiding a recount of the prescribed text or a pre-prepared response
quoting texts accurately, ensuring textual evidence is relevant to the question
selecting and analysing appropriate textual features in examples
analysing how and what meanings are created in examples, rather than paraphrasing quotations or using generic statements of effect, such as ‘engages the responder’ or ‘shows their cultural identity’
considering the prescribed text holistically
sustaining control of expression.

Section II – Module C: Close Study of Text

Students should:

analyse the social or emotional limitations conveyed in the text
develop a clear, relevant line of argument throughout the response by consistently drawing ideas and analysis back to the argument
provide relevant and detailed textual evidence from the text to support ideas
demonstrate a holistic understanding of the prescribed text by addressing the beginning, middle and end, rather than isolated sections
analyse how the unique forms and features of the prescribed text are skilfully utilised using a range of techniques
structure ideas in a logical sequence, synthesising effective conjunctions
avoid pre-prepared responses.

In better responses, students were able to:

present a relevant line of argument in the introduction and develop the argument throughout, exploring ways the prescribed text explores the need for connection
demonstrate a thoughtful interpretation of the question by offering ideas about how the need to connect is explored in the prescribed text and analysing how this is represented
demonstrate developed skills in interpreting the text through examples that support the line of argument and allow analysis
analyse a range of techniques and features distinctive to the textual form of their prescribed text
use analysis to discuss how the need to connect was represented in their text
approach their analysis of the text by exploring the need to connect
demonstrate a strong personal voice in their writing rather than a formulaic approach
use topic sentences and organise ideas logically and consistently
organise and express ideas clearly and fluently using effective conjunctions to synthesise ideas between paragraphs.

Areas for students to improve include:

responding to the question, demonstrating independent thought rather than a formulaic approach
adapting their knowledge of the text to respond clearly to the question
demonstrating a deep understanding of the key words, rather than just repeating them
demonstrating accurate, detailed knowledge of the prescribed text, drawing from the text as a whole
addressing the form and features of the text with a balanced approach
considering the stylistic choices of the composer and their impact on the audience
establishing a clear line of argument relevant to the question and sustaining it throughout
avoiding generalised discussions or using key words from the question in a superficial way
avoiding re-telling the story and describing ideas when the question requires analysis
developing a cohesive response where ideas are linked
demonstrating control of register and vocabulary.

Listening Paper

General feedback

Students should:

understand the effect of common production techniques used in recordings, such as music, sound effects and sampling from other sources
listen for detail and ensure only relevant information is used to answer the question
make detailed notes in the space provided to capture accurate quotes relevant to each question in the listening exam
identify techniques when the question asks for them.

Question 1

In better responses, students were able to:

effectively explain the struggles Brenden was having at university
provide a clear reference to the text showing how the struggle is established in the opening of the podcast
write in clear, full sentences with relevant information referring directly to the recording.

Areas for students to improve include:

avoiding general answers that do not use textual evidence to support the response.

Question 2

In better responses, students were able to:

explain in detail the relationship Brenden has with the water
use relevant references from the recording to show how language features communicate Brenden’s relationship with the water
identify correct techniques used in references and the effect these have on communicating Brenden’s relationship with the water.

Areas for students to improve include:

avoiding making general statements about Brenden’s relationship with the water
detailing references and/or techniques to show how Brenden’s relationship is communicated, including quotations.

Question 3

In better responses, students were able to:

identify examples from the recording showing how the bodyboarding community is supportive
use textual evidence to illustrate the examples of support shown in the recording.

Areas for students to improve include:

avoiding general statements about the nature of support
providing detailed responses with textual references or quotations.

Question 4

In better responses, students were able to:

provide a judgement about how effective features of the podcast are in engaging the audience in Brenden’s development as a bodyboarder
explain how different features engage the audience, at different points, in Brenden’s development as a bodyboarder
use clear textual evidence to show how these features engage the audience throughout Brenden’s development as a bodyboarder
explain the features used with relevant techniques and clear explanations of the effect on the audience.

Areas for students to improve include:

avoiding general details such as recounting Brenden’s development as a bodyboarder
avoiding general analysis of the techniques such as ‘sound of water enables audience to understand the setting’
listening for details from the recording to support the response and providing details about features used at different stages of Brenden’s career.

English EAL/D 2023 HSC exam pack

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HSC Marking Feedback

Feedback on written examination

Section I – Module A: Texts and Human Experiences – Part A

General feedback

Question 1

Question 2

Question 3

Question 4

Section I – Module A: Texts and Human Experiences – Part B

General feedback

Section II – Focus on Writing

Question 6

Section I – Module B: Language, Identity and Culture

Section II – Module C: Close Study of Text

General feedback

Question 1

Question 2

Question 3

Question 4

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