English (Advanced) - Paper 2 Modules - CLEAR Education

ENGTR15_Adv_Paper_2_EXAM 1

Centre Number

Student Number

2015 HIGHER SCHOOL CERTIFICATE

TRIAL EXAMINATION

English (Advanced) Paper 2 Modules

General Instructions

• Reading time – 5 minutes

• Working time – 2 hours

• Write using black or blue pen

Total marks – 60

Section I Pages 2-6

20 marks

• Attempt either Question 1 or Question 2

• Allow about 40 minutes for this section

Section II Pages 7-12

20 marks

• Attempt ONE question from Questions 3-8


Section III Pages 13-14

20 marks

• Attempt either Question 9 or Question 10


Disclaimer Every effort has been made to prepare this Examination in accordance with the Board of Studies documents. No guarantee or warranty is made or

implied that the Examination paper mirrors in every respect the actual HSC Examination question paper in this course. This paper does not constitute ‘advice’ nor can it be construed as an authoritative interpretation of Board of Studies intentions. No liability for any reliance, use or purpose related to

this paper is taken. Advice on HSC examination issues is only to be obtained from the NSW Board of Studies. The publisher does not accept any responsibility for accuracy of papers which have been modified.

ENGTR15_Adv_Paper_2_EXAM Page 2

Section I – Module A: Comparative Study of Texts and Context

20 marks

Attempt either Question 1 or Question 2

Allow about 40 minutes for this section

In your answers you will be assessed on how well you:

▪ demonstrate understanding of the meanings of a pair of texts when considered

together

▪ evaluate the relationships between texts and contexts

▪ organise, develop and express ideas using language appropriate to audience, purpose

and form

Question 1 - Elective 1: Intertextual Connections (20 marks)

(a) Shakespearean Drama and Film

How has your study of the intertextual connections between King Richard III and Looking

for Richard informed your understanding of the nature of villainy and betrayal?

The prescribed texts are:

- William Shakespeare, King Richard III and

- Al Pacino, Looking for Richard

OR

Question 1 continues on page 3


Question 1 (continued)

(b) Prose fiction and film

How has your study of the intertextual connections between Mrs Dalloway and The

Hours informed your understanding of the nature of gender and constraint?


- Woolf, Virginia, Mrs Dalloway and

- Daldry, Stephen, The Hours

OR

(c) Prose Fiction and Poetry

How has your study of the intertextual connections between Tirra Lirra by the River

and the poetry of Tennyson informed your understanding of the nature of memory and

self-knowledge?


- Anderson, Jessica, Tirra Lirra by the River and

- Tennyson, Alfred Lord

* The Lady of Shalott

* Tears, idle tears

* In Memoriam A.H.H.

- Cantos XVI, XVII, XVIII, XIX

OR





together



and form


(d) Prose Fiction and Nonfiction

How has your study of the intertextual connections between Pride and Prejudice and

Letters to Alice on First Reading Jane Austen informed your understanding of the

nature of gender and choice?


- Jane Austen, Pride and Prejudice and

- Fay Weldon, Letters to Alice on First Reading Jane Austen

OR

(e) Poetry and Drama

How has your study of the intertextual connections between the poetry of Donne and W;t

informed your understanding of the nature of mortality and human relationships?


- John Donne, Selected Poetry

* Death be not proud

* This is my playes last scene

* At the round earths imagin’d corners blow

* If poisonous minerals

* Hymne to God my God, in my sicknesse

* A Valediction: forbidding mourning

* The Apparition

* The Relique

* The Sunne Rising

- Margaret Edson, W;t

End of Question 1


Question 2 - Elective 2: Intertextual Perspectives (20 marks)

(a) Prose Fiction and Film

How has your study of the intertextual perspectives between 1984 and Metropolis

informed your understanding of the nature of control and technology?


- Orwell, George, Nineteen Eighty-Four

- Lang, Fritz, Metropolis

OR

(b) Prose Fiction and Poetry – The Great Gatsby and Browning

How has your study of the intertextual perspectives between The Great Gatsby and the

poetry of Elizabeth Barrett Browning informed your understanding of the nature of love

and time?


- F Scott Fitzgerald, The Great Gatsby and

- Elizabeth Barrett Browning, Aurora Leigh and Other Poems

Sonnets I, XIII, XIV, XXI, XXII, XXVIII, XXXII, XLIII

OR






together



and form

(c) Prose Fiction and Poetry – Dubliners and Heaney

How has your study of the intertextual perspectives between Dubliners and the poetry of

Heaney informed your understanding of the nature of memory and mortality?

- Joyce, James, Dubliners and

- Heaney, Seamus

* Digging

* Blackberry-Picking

* Mid-Term Break

* The Given Note

* The Strand at Lough Beg

* Casualty

* Granite Chip

* Clearances III

OR

(c) Shakespearean Drama and Nonfiction

How has your study of the intertextual perspectives between Julius Caesar and The

Prince informed your understanding of the nature of power and political intrigue?


- Shakespeare, William, Julius Caesar and

- Machiavelli, Niccolò, The Prince (translated by Tim Parks)

End of Question 2


Section II – Module B: Critical Study of Texts

20 marks

Attempt ONE question from Questions 3-8



▪ demonstrate an informed understanding of the ideas expressed in the text

▪ evaluate the text’s language, content and construction


and form

Question 3 – Shakespearean Drama – William Shakespeare, Hamlet (20 marks)

Language and meaning regularly change from generation to generation. Analyse and evaluate

the ways in which Hamlet continues to transcend time in its relevance to modern issues, ideas

and themes.

In your response, make detailed reference to the play.

OR

Question 4 – Prose Fiction (20 marks)

(a) Michael Ondaatje, In the Skin of a Lion


the ways in which In the Skin of a Lion continues to transcend time in its relevance to modern

issues, ideas and themes.

In your response, make detailed reference to the novel.

OR




(b) Tim Winton, Cloudstreet


the ways in which Cloudstreet continues to transcend time in its relevance to modern issues,

ideas and themes.


OR

(c) Gail Jones, Sixty Lights


the ways in which Sixty Lights continues to transcend time in its relevance to modern issues,

ideas and themes.


OR

(d) Charlotte Bronte, Jane Eyre


the ways in which Jane Eyre continues to transcend time in its relevance to modern issues,

ideas and themes.


OR






and form

Question 5 – Drama - Chekhov, Anton, The Seagull (20 marks)


the ways in which The Seagull continues to transcend time in its relevance to modern issues,

ideas and themes.

In your response, make detailed reference to the play.

OR

Question 6 – Film – Orson Welles, Citizen Kane (20 marks)


the ways in which Citizen Kane continues to transcend time in its relevance to modern issues,

ideas and themes.

In your response, make detailed reference to the film.

OR


Question 7 – Poetry (20 marks)

(a) William Butler Yeats


the ways in which the poetry of Yeats continues to transcend time in its relevance to modern


In your response, make detailed reference to at least THREE poems set for study.

The prescribed poems are:

- William Butler Yeats

* An Irish Airman Foresees his Death

* When You Are Old

* Among School Children

* The Wild Swans at Coole

* Leda and the Swan

* The Second Coming

* Easter 1916

OR

(b) TS Eliot


the ways in which the poetry of Eliot continues to transcend time in its relevance to modern




- TS Eliot

* The Love Song of J. Alfred Prufrock

* Preludes

* Rhapsody on a Windy Night

* The Hollow Men

* Journey of the Magi

OR







and form


(c) Christins Rossetti


the ways in which the poetry of Rossetti continues to transcend time in its relevance to

modern issues, ideas and themes.



- Christina Rossetti

* Goblin Market

* After Death

* Maude Clare

* Light Love

* L.E.L.

*In an Artist’s Studio

End of Question 7


Question 8 – Nonfiction (20 marks)

(a) Virginia Woolf, A Room of One’s Own and Three Guineas


the ways in which the writings of Woolf continue to transcend time in their relevance to


In your response, make detailed reference to A Room of One’s Own AND Three Guineas.

OR

Question 8 – Nonfiction (20 marks)

(b) Speeches


the ways in which the speeches set for study continue to transcend time in their relevance to


In your response, make detailed reference to at least TWO speeches set for study.


* Margaret Atwood – Spotty-Handed Villainesses, 1994

* Paul Keating – Redfern Speech, 1992

* Noel Pearson – An Australian History for Us All, 1996

* Doris Lessing – On not winning the Nobel Prize, Nobel Lecture, 2007

* Geraldine Brooks – A Home in Fiction, Boyer Lecture 4, 2011

* William Deane – It is Still Winter at Home, 1999

* Anwar Sadat – Speech to the Israeli Knesset, 1977

End of Question 8


Section III – Module C: Representation and Text

20 marks

Attempt either Question 9 or Question 10



▪ Demonstrate understanding of and evaluate the relationship between representation

and meaning


and form

Question 9 – Elective 1: Representing People and Politics (20 marks)

How has your understanding of the representation of people and politics been shaped by the

texts you have studied?

In your response, make detailed reference to your prescribed text and at least ONE other

related text of your own choosing.


Shakespearean Drama – William Shakespeare, King Henry IV, Part 1

Prose Fiction – Aldous Huxley, Brave New World

Drama – Arthur Miller, The Crucible

Film – Barry Levinson, Wag the Dog

Poetry – W H Auden

* O what is that sound which so thrills the ear

* Spain

* Epitaph on a Tyrant

* In Memory of W.B. Yeats

* September 1, 1939

* The Unknown Citizen

* The Shield of Archilles

Nonfiction – Henry Reynolds, Why Weren’t We Told?

OR


Question 10 – Elective 2: Representing People and Landscapes (20 marks)

How has your understanding of the representation of people and landscapes been shaped by

the texts you have studied?

In your response, make detailed reference to your prescribed text and at least ONE other

related text of your own choosing.


Prose Fiction - Melissa Harrison, Clay

- Colm Tóibín, Brooklyn

- Patrick White, The Tree of Man

Film - Rolf de Heer, Ten Canoes

Poetry - Judith Wright

* The Hawthorn Hedge

* Brothers and Sisters

* South of My Days

* For New England

* Flame-tree in a Quarry

* Train Journey

* Moving South

Nonfiction – Alain de Botton, The Art of Travel

End of Paper


2015 HIGHER SCHOOL CERTIFICATE TRIAL English Advanced Paper 2

Marking Guidelines

Section I — Module A: Comparative Study of Texts and Context

Question 1 — Elective 1: Intertextual Connections

Criteria Marks

• Skilfully demonstrates an understanding of the meanings of a pair of texts

when considered together

• Evaluates skilfully the relationships between texts and contexts using well-

selected and detailed textual reference

• Composes a perceptive analysis using language appropriate to audience,

purpose and form

17-20

•Effectively demonstrates an understanding of the meanings of a pair of texts

when considered together

• Evaluates effectively the relationships between texts and contexts using

detailed textual reference

• Composes an effective analysis using language appropriate to audience,

purpose and form

13-16

• Demonstrates an understanding of the meanings of a pair of texts when

considered together

• Demonstrates some evaluation of the relationships between texts and

contexts using relevant textual reference

• Composes a sound analysis using language appropriate to audience,

purpose and form

9-125

• Explains the ways aspects of their prescribed texts share common meanings

• Demonstrates limited understanding of the relationship between texts and

contexts

• Composes a limited response using language appropriate to audience,

purpose and form

5-8

• Describes aspects of the prescribed texts using elementary knowledge

• Attempts to describe aspects of texts and contexts

• Attempts to compose a response to the question

1-4


Section II — Module B: Critical Study of Texts

Question 3 – Shakespearean Drama

Question 4 – Prose Fiction

Question 5 – Drama

Question 6 – Film

Question 7 – Poetry

Question 8 – Nonfiction - Speeches

Criteria Marks

• Skillfully demonstrates an informed understanding of the ideas expressed in the

text

• Demonstrates a perceptive understanding of the text’s language, content and

construction

• Composes a sustained analysis using language appropriate to audience, purpose

and form

17-20

• Effectively demonstrates an informed understanding of the ideas expressed in the

text

• Demonstrates an effective understanding of the text’s language, content and

construction

• Composes an effective analysis using language appropriate to audience, purpose

and form

13-16

• Demonstrates with appropriate textual reference an informed understanding of

the ideas expressed in the text

• Demonstrates a sound understanding of the text’s language, content and

construction

• Composes a sound analysis using language appropriate to audience, purpose and

form

9-12

• Presents textual reference, ideas and/or techniques

• Makes limited reference to the text’s language, content and construction

• Composes a limited response using some aspects of language appropriate to

audience, purpose and form

5-8

• Attempts to explore aspects of the text, using elementary knowledge of the text

• Attempts to compose a response to the question 1-4


Section III — Module C: Representation and Text

Question 9 — Elective 1: Representing People and Politics

Criteria Marks

• Demonstrates a perceptive understanding in skillfully evaluating the relationship

between representation and meaning

• Composes a sophisticated argument using language appropriate to audience,

purpose and form

17-20

• Demonstrates understanding in effectively evaluating the relationship between

representation and meaning

• Composes an effective argument using language appropriate to audience,

purpose and form

13-16

• Demonstrates understanding in a sound evaluation of the relationship between

representation and meaning

• Composes a sound argument using language appropriate to audience,

purpose and form

9-12

• Describes some aspects of the relationship between representation and

meaning

• Composes a limited response using some aspects of language appropriate to

audience, purpose and form

5-8

• Attempts to describe aspects of the texts

• Attempts to compose a response

1-4

English (Advanced) - Paper 2 Modules - CLEAR Education

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