ENGLISH Written examination Wednesday 1 November 2017 Reading time: 9.00 am to 9.15 am (15 minutes) Writing time: 9.15 am to 12.15 pm (3 hours) TASK BOOK Section Number of questions Number of questions to be answered Marks A Analytical interpretation of a text 20 1 20 B Comparative analysis of texts 8 1 20 C Argument and persuasive language 1 1 20 Total 60 Students are to write in blue or black pen. Students are permitted to bring into the examination room: pens, pencils, highlighters, erasers, sharpeners, rulers and an English and/or bilingual printed dictionary. Students are NOT permitted to bring into the examination room: blank sheets of paper and/or correction uid/tape. No calculator is allowed in this examination. Materials supplied Task book of 14 pages, including assessment criteria on page 14 One answer book Instructions Write your student number on the front cover of the answer book. Complete each section in the correct part of the answer book. If you choose to write on a multimodal text in Section A, you must not write on a text pair that includes a multimodal text in Section B. You may ask the supervisor for extra answer books. All written responses must be in English. At the end of the examination Place all other used answer books inside the front cover of the frst answer book. You may keep this task book. Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices into the examination room. VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY 2017 Victorian Certifcate of Education 2017 2017 ENGLISH EXAM 2 SECTION A continued SECTION A Analytical interpretation of a text Instructions for Section A Section A requires students to write an analytical interpretation of a selected text in response to one topic (either i. or ii.) on one text. Your response should be supported by close reference to the selected text. If your selected text is a collection of poetry or short stories, you may write on several poems or stories, or on at least two in close detail. If you choose to write on a multimodal text in Section A, you must not write on a text pair that includes a multimodal text in Section B. In the answer book, indicate which text you have chosen to write on and whether you have chosen to answer i. or ii. Your response will be assessed according to the assessment criteria set out on page 14 of this book. Section A is worth one-third of the total marks for the examination. Text list 1. All About Eve directed by Joseph L Mankiewicz 2. Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity Katherine Boo 3. Burial Rites Hannah Kent 4. Cloudstreet.. Tim Winton 5. Frankenstein Mary Shelley 6. I for Isobel..Amy Witting 7. Island: Collected Stories.. Alistair MacLeod 8. Mabodirected by Rachel Perkins 9. Measure for Measure..William Shakespeare 10. Medea . Euripides 11. No Sugar . Jack Davis 12. Old/New World: New & Selected PoemsPeter Skrzynecki 13. Selected Poems ..John Donne 14. The Complete Maus .Art Spiegelman 15. The Golden Age ..Joan London 16. The Left Hand of Darkness..Ursula Le Guin 17. The Lieutenant . Kate Grenville 18. The Thing Around Your Neck.. Chimamanda Ngozi Adichie 19. The White Tiger Aravind Adiga 20. This Boys Life.. Tobias Wolff SECTION A continued TURN OVER 3 2017 ENGLISH EXAM 1. All About Eve directed by Joseph L Mankiewicz i. All About Eve presents the world of the theatre as a place of intense rivalries and intense relationships. Discuss. OR ii. How does the structure of the flm inuence the audiences response to Eve? 2. Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity by Katherine Boo i. In Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity, there is life and death but no hope. Do you agree? OR ii. In Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity, corruption presents an opportunity for some and an obstacle for others. Discuss. 3. Burial Rites by Hannah Kent i. The landscape depicted in the text reects the people Agnes interacts with cold and hostile. To what extent do you agree? OR ii. Regardless of their social position, the characters in Burial Rites feel powerless. Do you agree? 4. Cloudstreet by Tim Winton i. Sam tells Lester: Ive had a lot of bad luck. The characters in Cloudstreet make their own luck, good or bad. Discuss. OR ii. Cloudstreet is about the search to fnd meaning in life through connections. Discuss. 5. Frankenstein by Mary Shelley i. The novel Frankenstein demonstrates that one must have compassion to be human. Do you agree? OR ii. Shelley presents a natural world full of beauty but a society plagued by ugliness. Discuss. 2017 ENGLISH EXAM 4 SECTION A continued 6. I for Isobel by Amy Witting i. Why does Isobel struggle to accept and love herself? OR ii. Isobels imagination compensates for the loneliness of her life. Do you agree? 7. Island: Collected Stories by Alistair MacLeod i. There is no room for sentimentality in the lives of the characters in MacLeods stories. Do you agree? OR ii. To what extent does the harsh environment contribute to the diffculties experienced by the inhabitants of Cape Breton? 8. Mabo directed by Rachel Perkins i. Without Bonitas loyalty, Eddie would be lost. Discuss. OR ii. This flm shows what qualities are needed to be a leader. Discuss. 9. Measure for Measure by William Shakespeare i. The Duke achieves justice through disguise and manipulation. Discuss. OR ii. Measure for Measure presents a society in which women are denied power. Discuss. 10. Medea by Euripides i. In the play Medea, the crucial conict is between reason and passion. Discuss. OR ii. Euripidess character Medea is a desperate woman maltreated by a despicable man. Do you agree? SECTION A continued TURN OVER 5 2017 ENGLISH EXAM 11. No Sugar by Jack Davis i. There is nothing civilised about how the Munday/Millimurra family is treated. Discuss. OR ii. Joe says to Mary: Itll never be over! No Sugar shows the importance of defance in the face of persecution. Discuss. 12. Old/New World: New & Selected Poems by Peter Skrzynecki i. You create new memories / as you travel / but old ones follow you Skrzyneckis poems are about looking forward and looking back. Discuss. OR ii. Skrzyneckis poems reveal meaning and beauty in lifes ordinary moments. Discuss. 13. Selected Poems by John Donne i. Donnes poetry presents life as full of temptation. Discuss. OR ii. Donnes poetry describes the world in its grandeur and its detail. Discuss. 14. The Complete Maus by Art Spiegelman i. How does the movement between the present and the past affect Art Spiegelmans telling of Vladeks story? OR ii. It is Art Spiegelmans fractured relationship with his father that is the central focus of this story. Discuss. 15. The Golden Age by Joan London i. Years later, when you think you have recovered, it comes back. Characters in The Golden Age are haunted by their past. Discuss. OR ii. The Golden Age is about trying to live with change and uncertainty. Discuss. 2017 ENGLISH EXAM 6 END OF SECTION A 16. The Left Hand of Darkness by Ursula Le Guin i. The story is not all mine, nor told by me alone. How do the multiple perspectives of Genly Ais report affect the readers understanding of Gethen? OR ii. In The Left Hand of Darkness, Le Guin questions the importance of gender roles in relationships. Discuss. 17. The Lieutenant by Kate Grenville i. How do Rookes conversations with Tagaran change his view of the world and his place in it? OR ii. The Lieutenant explores the choices characters make when confronted with circumstances that are unfamiliar. Discuss. 18. The Thing Around Your Neck by Chimamanda Ngozi Adichie i. The characters in Adichies stories are sustained more by perseverance than by hope. Do you agree? OR ii. Adichies stories explore the inequalities that exist in the relationships between men and women. Discuss. 19. The White Tiger by Aravind Adiga i. How does Balram attempt to convince his readers to accept his actions? OR ii. In The White Tiger, the caste system is the greatest barrier to progress. Do you agree? 20. This Boys Life by Tobias Wolff i. The relationships in This Boys Life are devoid of any love or respect. Do you agree? OR ii. In This Boys Life, Wolff presents an America that offers little opportunity for prosperity. Discuss. 7 2017 ENGLISH EXAM SECTION B continued TURN OVER SECTION B Comparative analysis of texts Instructions for Section B Section B requires students to write a comparative analysis of a selected pair of texts in response to one topic (either i. or ii.) on one pair of texts. Your response should analyse how the two texts present ideas and/or issues, and should be supported by close reference to both texts in the pair. If you choose to write on a multimodal text in Section A, you must not write on a text pair that includes a multimodal text in Section B. In the answer book, indicate which text pair you have chosen to write on and whether you have chosen to answer i. or ii. Your response will be assessed according to the assessment criteria set out on page 14 of this book. Section B is worth one-third of the total marks for the examination. 2017 ENGLISH EXAM 8 SECTION B continued Pair 1 Tracks by Robyn Davidson and Into the Wild directed by Sean Penn i. Compare the ways in which characters in Tracks and Into the Wild seek to discover what really matters to them. OR ii. Compare how, in Tracks and Into the Wild, the natural environment is both welcoming and hostile. Pair 2 Invictus directed by Clint Eastwood and Ransom by David Malouf i. Revenge is futile. Forgiveness is liberating. Compare how the two texts examine revenge and forgiveness. OR ii. The opportunity to act for ourselves. To try something that might force events into a different course. (Ransom) Compare the ways the two texts explore opportunities for change. Pair 3 Stasiland by Anna Funder and Nineteen Eighty-Four by George Orwell i. People were crazy with pain and secrets. (Stasiland) if you want to keep a secret you must also hide it from yourself. (Nineteen Eighty-Four) Compare how secrets affect the characters in these texts. OR ii. Compare the ways the two texts show that in order to retain power authorities rewrite history. Pair 4 Joyful Strains: Making Australia Home by Kent MacCarter and Ali Lemer (eds), and The Namesake by Jhumpa Lahiri i. It is possible to never feel completely at home in a new country. Compare how these two texts examine this possibility. OR ii. For many migrant families, it is the desires and experiences of previous generations that shape their own. Compare how this idea is explored in these texts. 9 2017 ENGLISH EXAM END OF SECTION B TURN OVER Pair 5 The Crucible by Arthur Miller and Year of Wonders: A Novel of the Plague by Geraldine Brooks i. Compare how The Crucible and Year of Wonders explore issues of victimisation and blame. OR ii. Ordinary people sometimes make extraordinary sacrifces for others. Compare how this idea is demonstrated in these texts. Pair 6 Bombshells by Joanna Murray-Smith and The Penelopiad: The Myth of Penelope and Odysseus by Margaret Atwood i. Compare the ways that women view other women in both Bombshells and The Penelopiad. OR ii. Compare what the two texts say about individuals fnding their own solutions to lifes challenges. Pair 7 Black Diggers by Tom Wright and The Longest Memory by Fred DAguiar i. The proper word is fair. (The Longest Memory) I wish to point out the gross injustice (Black Diggers) Compare what these texts say about fairness and justice. OR ii. Compare how these texts explore the importance of belonging. Pair 8 I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban by Malala Yousafzai with Christina Lamb, and Made in Dagenham directed by Nigel Cole i. Compare how the issue of gender inequality is explored in the two texts. OR ii. Power comes from unity and persistence. Compare how the issue of commitment to a cause is presented in the two texts. 2017 ENGLISH EXAM 10 THIS PAGE IS BLANK 11 2017 ENGLISH EXAM SECTION C continued TURN OVER SECTION C Argument and persuasive language Instructions for Section C Section C requires students to write an analysis of the ways in which argument and language are used to persuade others to share a point(s) of view. Read the background information on this page and the material on pages 12 and 13, and write an analytical response to the task below. For the purposes of this task, the term language refers to written, spoken and visual language. Your response will be assessed according to the assessment criteria set out on page 14 of this book. Section C will be worth one-third of the total marks for the examination. Task Write an analysis of the ways in which argument and written and visual language are used in the material on pages 12 and 13 to try to persuade others to share the points of view presented. Background information The Principal of Spire Primary School writes a weekly message for the schools website. She invites comments, favourable or unfavourable, to be posted after her message appears. The Principal has been concerned about the amount of packaging waste she has seen around the school. Her message about this concern and a response from one parent are on pages 12 and 13. 2017 ENGLISH EXAM 12 SECTION C continued Spire Primary School Home About Us Curriculum Newsleter Contact Us Newsleter>Principals Message Last updated 11:48 AM on 8 July 2017 Dear parents of Spire Primary School, I write to you this week to introduce a new concept for us all to think about. Oh, no! I hear you say, She has got another idea! It is true that I ofen take this school down new paths, especially in areas that aect the preservaton of our planet. We are the only local school that has a Walk/Pedal to School Day once a week, rather than once a month or even once a term! We have four dierent bins for our waste products, not just three! Our vegetable garden is truly organic and our pet hens scratch and roam as they wish! But I think we at Spire can do more. We are responsible for the future of our world. I have become increasingly concerned about the amount of superuous packaging in our everyday lives. The newspaper in plastc, hamburgers in boxes, individual packets of tssues, litle packages of rice crackers and chips. You might say that the material from which these containers are made are biodegradable or recyclable but they stll exist, are stll clogging our bins and eventually, our country. If we do not do something positve about this now, the environmental damage will be irreversible. Last week I walked around the grounds at recess tme, talking as I do with any student who wanted to chat many, I am glad to say. I kept seeing your children holding litle plastc packets with a few biscuits in one side and some cheese spread in the other. When the children had eaten, the litle packets became waste material! I have found myself wondering why those biscuits could not have been spread with cheese at home and brought to school in a re-usable container. Other children were drinking juice from cardboard boxes. Why not a washable plastc botle? At our canteen I saw a child buy a sushi roll and apply soy sauce from a cute litle plastc fsh. That fsh ended up on the ground untl I asked the student to put it in the bin more rubbish! Why not use a common ask from which the sauce could be pumped at the counter? (For that mater, how awful are those litle tomato sauce containers given with meat pies lethal if ipped in your eye!) 13 2017 ENGLISH EXAM END OF SECTION C TURN OVER I am asking (and, in the case of the canteen, insistng) that we do away with unnecessary packaging. I want the canteen to sell products that have no need for it. I hope to inuence the sta to replace the coee pod machine those multplying litle pods with a machine that flters the coee straight into a jug. I might even ask our teachers to bring out our old communal teapot and do away with the prety teabags! How many nights a week do you eat takeaway? Plastc boxes of beef in black bean sauce, plastc bags of letuce for the paper bag of spring rolls, litle plastc containers of sauces all these things increase the mounds of waste products. I am told you can buy carrots ready peeled, washed and sliced in another plastc bag but why not prepare your own snacks for the lunch box? I know reducing our packaging will be a challenge at school and at home but we must confront it for the sake of future generatons. I will be implementng a curriculum unit to teach students about sustainability at every year level. As usual, your comments are welcome. Denise Walker, Principal Comments (1) Fair go, Denise. My partner and I have always supported your green ideas. We are already doing what we can. Our kids walk to school every day! They are really interested in what rubbish goes where. They love the chooks and the garden. But mornings are chaos in our house as it is. How much worse if we have to spread cheese on biscuits (and wont they go soggy)? Have you any idea how many plastc botles we have lost over our tme at Spire? And flling them also takes tme. Both of us parents go to work. The soy sauce what a mess litle kids will make of pumping that! As I recall, the Parents and Friends donated the coee pod machine for the sta do you want it to join the hard rubbish? I would think we had passed the days when civilised people were happy to all drink the same stewed tea. Finally, why begrudge us all the odd easy night o? Takeaway food is ofen a lifesaver for busy people. It is a great shame if, for a vague principle, our lives become more difcult and we cant enjoy the benefts of 21st-century living. Louise 2017 ENGLISH EXAM 14 END OF TASK BOOK Assessment criteria Section A will be assessed against the following criteria: knowledge and understanding of the text, and the ideas and issues it explores development of a coherent analysis in response to the topic use of textual evidence to support the interpretation control and effectiveness of language use, as appropriate to the task Section B will be assessed against the following criteria: knowledge and understanding of both texts, and the ideas and issues they present discussion of meaningful connections, similarities or differences between the texts, in response to the topic use of textual evidence to support the comparative analysis control and effectiveness of language use, as appropriate to the task Section C will be assessed against the following criteria: understanding of the argument(s) presented and point(s) of view expressed analysis of ways in which language and visual features are used to present an argument and to persuade control and effectiveness of language use, as appropriate to the task Source: Lightspring/Shutterstock.com (p. 12)
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