Discovery Practice B HSC Paper

8/17/2019 Discovery Practice B HSC Paper

1/22

2015-20

PRACTICE HSCEXAMINATION

PAPER

English Standard andAdvanced – Paper 1

General Instructions

• Reading Time – 10 minutes

Working Time – 2 hours

• Write using black or blue pen

Total Marks - 45

Section I Pages 2–6

15 marks

• Attempt Question 1

• Allow about 0 minutes !or this section

Section II Page "

15 marks

• Attempt Question 2

• Allow about 0 minutes !or this section

Section III Pages #–$

15 marks

• Attempt Question %

Allow about 0 minutes !or this section

DISCOVERY PRCTICE PPER !" This paper is designed to gi&e students practice

in the 'isco&er( Area o! )tud(* ©Total +ducation,entre

Area ! St"d#

DISCOVERYPRACTICE PAPER

B


2/22

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

Section I

15 marks

ttem#t $uestion 1

llo% a&out 4' minutes (or t)is sectionAnswer the -uestion in a writing booklet*

.n (our answer (ou will be assessed on how well (ou/

demonstrate understanding o! the wa( perceptions o! disco&er( are shaped in and through tets

describe eplain and anal(se the relationship between language tet and contet

$uestion 1 *15 marks+

+amine Te,ts one t%o t)ree and (our care!ull( and then answer the -uestions on page 6*

Te,t one . Illustration" .n&entins .llustres a poudre 3.llustration o! .n&entions The powder/ .n

1%20 gunpowder was said to ha&e been disco&ered in 4rance b( monks5

Total +ducation ,entre 7 2 7


3/22


$uestion 1 continues on #a/e 0

Total +ducation ,entre 7 % 7


4/22


Question 1 3continued5

Te,t t%o . rticle

I s# a 2ra/on(l

Go est to enco!nter "ictoria#s rare ancient

greenling$

The ancient greenling one o! Australia8s tiniest

and rarest dragon!lies has been seen at ong

)wamp part o! 'isco&er( 9a( ,oastal Park in

:ictoria8s !ar south7west* The !ind was made last

'ecember b( Reiner Richter during !ieldwork

with the Australian ;ati&e oulburn :alle( and Wilsons

Promontor( :ictoria? 4linders .sland? and in north7eastern Tasmania*

A&eraging @ust 2cm in length the e-uisite green thread7like insect is per!ectl( camou!laged in the

densel( &egetated sedge7and7reed7beds it inhabits on the margins o! lagoons and billabongs* .n

1#6$ 9elgian scientist +dmond de )l(s ongchamps was sent specimens o! the species and

subse-uentl( named it He%iphle&ia %ira&ilis 3mirabilis meaning mar&ellous etraordinar( or amaBing5* Recent genetic testing has shown that the ancient greenling is a >ondwanan relic and

there!ore should carr( as much global signi!icance as the plat(pus*

What little is known about the species has been gleaned !rom casual obser&ation* .t seems to a&oid

!light but has been seen dancing and !laring its white abdomen7tips* 4irst recorded on the >oulburn

Ri&er at Cea $0km north o! Delbourne the ancient greenling was soon under threat* 9( 1$0 onl(

% per cent o! the area8s nati&e7&egetation co&er remained? b( 1$#0 there were concerns that the

species was etinct* 'rought was onl( part o! the problem* Thirst !or irrigation led to a raised water

table salinit( and soil acidi!ication? billabongs were degraded b( agricultural nutrient run7o!! and

li&estock damage*

We know &er( little about the distribution abundance and ecolog( o! man( o! Australia8s %2

species o! dragon!l( let alone obscure ones such as the ancient greenling* ;e&ertheless this and

other lowland species are undoubtedl( under threat – the Durra( Ri&er hunter hasn8t been spotted

since 1$6"*


5/22


iss"e '()& April* +"ne& ,--(& pp ).


Total +ducation ,entre 7 = 7


6/22



Te,t t)ree . Poem

R.,EAR' ,ood7morningF and he glittered when he walked*

And he was rich 77 (es richer than a king 77

And admirabl( schooled in e&er( grace/

.n !ine we thought that he was e&er(thing

To make us wish that we were in his place*

)o on we worked and waited !or the light

And went without the meat and cursed the bread?And Richard ,or( one calm summer night

Went home and put a bullet through his head*

EDWIN ARLINGTON ROBINS




7/22



Te,t (our . 3ournal

1=th

August

'ear Gournal

Well the tree7house is still un!inished* We began in earl( Darch and Dadd( and . thought we8d be

up there in a !ew weeks* What a @okeH 'ad reall( tried but we realised as we went that he might be a

great law(er but he has no idea how to build*

The !irst disaster was the tree* A!ter spending an a!ternoon checking branches !or their Iweight

bearing loadJ and ha&ing long scienti!ic discussions about angles and attachments – all was in &ain*

4irst there was an ear7splitting crack which was shortl( !ollowed b( Dum8s ear7splitting scream*

Eer priBe ,hinese +lm split straight down the centre* We put all plans on hold !or a !ew weekswhile we tried to make it up to her* )he still cries when she sees the @agged stump***

Eoping !or better luck we started again mid7April* )trategicall( thinking Dadd( and . in&ol&ed

Dum in the tree selection*

seemed to work* Deanwhile 'ad spent almost a month Igathering the necessar( tools and

e-uipmentJ* Ee had a saw and !i&e nails until Dum took o&er* .n an a!ternoon she had an

impressi&e arra( o! tools and materials assembled* Admiration shone in our e(es when we realised

she e&en had them set out in stagesH

All went well !or that weekend* Thanks to !emale power we had cross7beams a !loor and three

walls* Then the net disaster struck 3-uite literall(H5* 'ad ran into the ladder Dum was up on and

knocked her o!!* )he broke her leg in two places* Poor Dum had to use crutches and ha&e her leg

plastered !or eight weeks* All worked ceased* )omehow she doesn8t seem in a rush to get back to

construction* The plaster is o!! but she still limps gingerl( around*

'isappointment aside .8&e learned lots !rom the whole tree7house dream thing* 4irstl( nothing (ou

build is e&er as -uick as (ou intend* . should ha&e realised this earlier* 'ad took !our months to

hang the bathroom mirror and e&en now it8s still crooked* )econdl( pro@ects are ne&er as eas( as on

tele&ision where tree7houses and cubbies go up in one episode* Ea ha haH 4inall( .8&e accepted that

'ad @ust isn8t the Eand(man King we see on the hardware shop ad&ertisements* )omehow he8s

missed those skills – and Dum got them* 9ut whilst he8s a genuine danger in the garage it would be slack to call him too hopeless* Ee won the +&erton case this week and no7one epected that* Ee8s

also prett( good at Daths e&en i! it is @ust the tet7book &ariet(*

Ceah well .8m not sure when we8ll get back to our tree7house and .8m too scared to nag Dum too

much* . bring it up regularl( 3nearl( e&er( da(5 but*** we8ll @ust ha&e to wait and see*

Lntil net time

)te&ie

$uestion 1 continues on #a/e

Total +ducation ,entre 7 " 7


8/22



♦ demonstrate understanding o! the wa( perceptions o! disco&er( are shaped in and through tets

♦ describe eplain and anal(se the relationship between language tet and contet


Te,t one . Illustration

3a5 Eow does the illustration show the disco&er( was unepectedM

Te,t t%o .rticle

3b5 +plain how the &alue o! the dragon!l(8s disco&er( is communicated in the

!inal paragraph*

Te,t t)ree . Poem

3c5 Eow is contrast used to make the disco&er( in the poem more shockingM 0

Te,t (our . 3ournal

3d5 Anal(se how humour is created in the !irst two paragraphs to engage the

reader*

0

Te,ts one t%o t)ree and (our . Illustration rticle Poem and 3ournal

3e5 'isco&er( can occur &er( close to home*

+&aluate which TW< o! these tets most e!!ecti&el( show this idea to their audiences*

5

Total +ducation ,entre 7 # 7


9/22


Section II

15 marks

ttem#t $uestion

llo% a&out 4' minutes (or t)is section

Answer the -uestion in a )+PARAT+ writing booklet*


♦ epress understanding o! disco&er( in the contet o! (our studies

♦ organise de&elop and epress ideas using language appropriate to audience purpose and

contet

$uestion *15 marks+

,ompose a piece o! imaginati&e writing which eplores a disco&er( close to home*

Lse


10/22


Section III

15 marks

ttem#t $uestion 0

llo% a&out 4' minutes (or t)is section

Answer the -uestion in a )+PARAT+ writing booklet*


♦ demonstrate understanding o! the concept o! disco&er( in the contet o! (our stud(

♦ anal(se eplain and assess the wa(s disco&er( is represented in a &ariet( o! tets

♦ organise de&elop and epress ideas using language appropriate to audience purpose and

contet

$uestion 0 *15 marks+

Eow ha&e disco&eries been bene!icial to indi&iduals in the tets (ou studiedM

.n (our response (ou should re!er to (our prescribed tet and


11/22


Question % 3continued5

The prescribed tets are/

Prose 6iction 7 Games 9radle( 'rac( 7 Kate ,hopin The Aa(ening

7 Tara Gane Winch Sallo the Air

7on(iction 7 9ill 9r(son A Short History o) *early Everything

7 +rnesto N,he8 >ue&ara The +otorcycle Diaries

Drama 7 Dichael >ow Aay

7 Gane Earrison N Rain&o#s End# !rom :i&ienne ,le&en et al*

3eds5 Conte%porary Indigeno!s Plays

6ilm 7 Ang ee ,i)e o) Pi

S)akes#eare 7 William )hakespeare The Te%pest

Poetr 7 Rosemar( 'obson

• -o!ng Girl at

a 'indo

• 'onder

• Painter o)

Anterp

• Traveller#s

Tale

•

The Tiger • Coc( Cro

• Ghost Ton.

*e England

7 Robert 4rost

• The T!)t o) /loers

• +ending 'all

• Ho%e B!rial

• A)ter Apple0Pic(ing

• /ire and Ice

• Stopping &y 'oods on a Snoy Evening

7 Robert >ra(

• o!rney. the *orth Coast

• The +eator(s

• *orth Coast Ton

• ,ate /erry

• /la%es and Dangling 'ire

• Diptych

Me2ia 7 )imon ;asht /ran( H!rley – The +an 'ho +ade History7 .&an


12/22


1 +pisodes 1 2 and % and The Response

En2 o( #a#er

Discovery Practice Paper B

English Standard and Advanced HSC Trial Paper 1

MR8I7G G9IDE:I7ES

Section I$uestion 1

3a5

Criteria Marks

• +plains a number o! wa(s the illustration shows the disco&er( was

unepected

2

• +plains at least one wa( the illustration shows the disco&er( was

unepected

1

ns%ers coul2 inclu2e"

− The image o! the eplosion takes up most o! the illustration which emphasises it was animportant aspect and out o! the ordinar(

− The smoke clouds make it clear this is not a sa!e e&ent but a shocking one

− The !acial epression o! the monk shows surprise with his wide e(es and open mouth

− The monk on the le!t is positioned in !light* Ee is the salient !igure* Ee is running awa(

which re!lects his !ear at the shock

− There is another monk in the 3right background5 who is leaning against the wall shielding

his e(es with his hands* This implies he was not epecting the eplosion*

− The broken cauldron and chair show the eplosion was not epected as neither were strong

enough to withstand the !orce

− The ob@ects scattered around the room re!lect how the eplosion has occurred withoutob@ects mo&ed awa(* This implies it was unepected*

3b5

Criteria Marks

• E2plains 0ith te2t"al re!erences h0 the &alue o! the

dragon!l(8s disco&er( is communicated in the !inal paragraph

2

• /escries 0ith li%ited te2t"al re!erences how the &alue o! the dragon!l(8s disco&er( is communicated in the !inal paragraph

1




13/22


The !inal paragraph works to encourage the reader to understand wh( the sighting o! the dragon!l(

is so noteworth(* .t is important !or its scienti!ic in!ormation* .t also reminds societ( about the

importance o! wetland areas !or species* The writer uses a number o! language techni-ues to add

persuasi&e !orce to his comments/

− .nclusi&e pronoun bring the reader close to him and encourage agreement eg* IWe knowJ− 'eclarati&e statements sound certain and de!inite* These encourage reader acceptance o! the

importance o! the !ind eg* IWetlands are a national treasureJ

− +moti&e language emphasise the importance o! the disco&er( eg* Isu!!eredJ Ian enduring

testamentJ

− Eigh modalit( makes the comments persuasi&e eg* Iundoubtedl(J

− )erious and de!inite tone is con&incing eg* 3 ;e&ertheless this and other lowland species are

undoubtedl( under threatJ

− 4actual language and statistics establish authenticit( eg* Isince 1$6"J Ionl( !our recorded

sightings in 20 (earsJ

− Technical language encourages belie! in the importance as it sounds learned eg*Idistribution abundance and ecolog(J IspeciesJ Iobser&edJ

− ,ollo-uialism positions the reader closer to the writer 3especiall( with the possible

distancing o! the !ormal language and technical language5 eg* Ilet aloneJ Ihasn8t been

spottedJ I national treasureJ

3c5

Criteria Marks

• E2plains e4ectivel# 0ith aptl# chsen te2t"al re!erencesh0 cntrast is "sed t %a5e the discver# %reshc5ing

%

• /escries 0ith te2t"al re!erences h0 cntrast is "sed t%a5e the discver# %re shc5ing

2

• Identi6es h0 it is 5n0n the discver# 0as shc5ing 1


The poet builds a character o! Richard ,or( and then contrasts this with his action o! suicide* This

is to emphasise that there is a di!!erence between what seems and what is* The disco&er( o! the

town is emphasised b( @utaposing the blunt realit( o! his &iolent act which negates the etended

positi&e image o! Richard ,or( !rom the perspecti&e o! the town* The other contrast is the idea o!

misconception with realit(*

E2a%ples o) contrasts and ho lang!age is !sed to e%phasise the%

− Cory as gentle vs his violent act / Richard ,or( was a gentleman nb* emphasis on gentle*

This is a great contrast to the &iolent act o! putting Ia bullet through his headJ

− Cory as happy vs his !nhappiness. Richard ,or( is well groomed attracti&e and mannerl(

and the assumption is that he was worth( o! en&(* This implies he has man( -ualities that he

must be pleased with eg Ihe glittered as he walkedJ and Ihe !luttered pulsesJ* The repeated

use o! IAndJ etends his -ualities and helps emphasise Richard ,or( seemed to ha&e a long

list o! admirable attributes* The iron( emphasises the contrast between what was assumed

and what must ha&e been* .ronicall( the townspeople wished Iwe were in his placeJ which

is completel( made laughable b( the !inal line* ,learl( he was &er( unhapp( as he

committed suicide*

Total +ducation ,entre 7 1% 7


14/22


− Si%ple s!r)ace i%pression vs the %ore co%plicated reality. Richard ,or( is rich and

educated which is emphasised through the etreme simile Iricher than a kingJ* .n its

simplicit( 3e&en clich nature5 this simile also emphasises the simple thoughts o! the

townspeople who cannot think be(ond the sur!ace impression* The re!erence to bread and

meat issues also adds to this* The use o! the Ipeople on the pa&ementJ implies the( were theordinar( street people whereas he was abo&e them*

− Physical vs %ental iss!es. The townspeople see themsel&es as &er( di!!erent to Richard

,or( because o! his wealth and opportunities* The( think ph(sical depri&ation 3ie* meat and

bread problems5 is the onl( sort there is* This is contrasted to the problems o! ,or( which

seemed more ps(chological*

Generally

− The use o! the collecti&e IusJ and IweJ helps emphasise that the town was united in its

misconception and emphasises the etreme di!!erence between the realit( and the assumed*



15/22


3d5

Criteria Marks

• Anal#ses e4ectivel# 0ith aptl# chsen te2t"al re!erencesh0 h"%"r is created in the 6rst t0 paragraphs t

engage the reader

%

• /escries 0ith te2t"al re!erences h0 h"%"r is created

in the 6rst t0 paragraphs t engage the reader

2

• Identi6es s%e h"%"r in the 6rst t0 paragraphs 1


)tudents need to be able to discuss the humour and would be greatl( aided b( a clear understanding

o! the di!!erent techni-ues and being able to re!er to them b( name in discussion* The writer uses

man( di!!erent t(pes o! humour*

Tone/ Docking and sarcastic and eaggerated to add to the drama o! the situation eg* IWhat a

@okeHJ

Sarcas%/ IWhat a @okeHJ The writer does not reall( think it is !unn(*

Highly e%otive lang!age/ +aggerated !or humorous e!!ect eg* IdisasterJ

!2taposition3contrast. The appearance o! the !ather as capable with the realit( o! his ineptitude and

clumsiness eg/ Ilong scienti!ic discussion about angles and attachmentsJ Iweight bearing loadJ

3note the in&erted commas around this in the tet emphasise how !oreign a concept it was and help

make the contrast with the realit( e&en clearer5 &s Ihe has no idea how to buildJ

Reversal o) stereotypes/ .n&erting epected stereot(pes in such an etreme wa( is amusing ie* The

male is clueless about practical building while the !emale is highl( e!!ecti&e*

E2aggeration. The reaction o! the mother is eaggerated to be humorous eg* I)he still cries when

she sees the @agged stump***J The IpriBe ,hinese +lm split straight down the centreJ is also highl(

eaggerated* The demolition o! the tree could not reall( be more absolute* .t is a comical shocking&isual image*

Repetition/ The repetition o! Iear splittingJ highlights the reaction o! the mother and makes it

almost comical*

3e5

Criteria Marks

• +&aluates insight!ull( how two tets e!!ecti&el( show disco&er( can

occur &er( close to home

• 'iscusses eplicitl( a wide range o! techni-ues each tet uses to show

the idea success!ull(

• 'iscusses tets percepti&el( supporting comments with e!!ecti&etetual re!erences

=

• +plains solidl( how two tets e!!ecti&el( show disco&er( can occur

&er( close to home

• 'iscusses eplicitl( some techni-ues each tet uses to show the idea

success!ull(

• 'iscusses tets soundl( supporting comments with appropriate tetual

re!erences

• +plains how tets e!!ecti&el( show disco&er( can occur &er( close to

home

• 'iscusses some techni-ues which are used b( the tets to show the ideasuccess!ull(

%

Total +ducation ,entre 7 1= 7


16/22


• 'iscusses tets supporting comments with tetual re!erences

• 'escribes how the tets show disco&er( close to home

• Dakes some tetual re!erence172



17/22



Te,t 1

The monks appear to ha&e been working in their own monaster( workroom when an unepectedeplosion has occurred catching them unaware* The( appear to ha&e been working on eperimental

mies and witnessed a reaction that was not known about* The title o! the tet Inventions Ill!stres

con!irms this* Eence it appears to be a disco&er( close to home*

Techni4!es

− The monks appear to be in their own premises* .t is a monaster( b( the stones and the arched

windows* .t is usual to associate monks in habits with monasteries*

− The door is open which implies the monks are at ease and working in their own premises

− The room is set up as a place o! research and eperiment as s(mbolised b( the book and the

distilling glass at the !ront right* The cook top on the right is also part o! a laborator( set up*

There!ore it was their usual place o! stud(* Although the monks are shocked at the eplosion

it is clear the( were working with chemicals*

− The !act there are two o! them implies the( in a work situation

Te,t

The dragon!l( disco&er( is within Australia* ;otabl( the magaBine it is published in is A!stralian

Geographic* While the article in&ites the reader to I>o westJ it is still in their own countr(* The

close to home site is contrasted to the importance o! the disco&er( – it Ishould carr( as much global

signi!icance as the plat(pusJ* There!ore the article is -uite ecited b( the !act that such an importantdisco&er( is so close to home*

Techni4!es

− The listing o! Australian places emphasises the Australian nature o! the !ind eg* ong

)wamp part o! 'isco&er( 9a( ,oastal Park in :ictoria8s !ar south7west >oulburn :alle(

Wilsons Promontor( :ictoria? 4linders .sland and north7eastern Tasmania

− The use o! Australian &ocabular( emphasises the Australian nature o! the !ind eg*

IbillabongsJ swampJ Iplat(pusJ

− The re!erence to well7known Australian agricultural problems reminds the reader that this

!ind was close to home/ ie I'rought was onl( part o! the problem* Thirst !or irrigation led to

a raised water table salinit( and soil acidi!ication? billabongs were degraded b( agricultural

nutrient run7o!! and li&estock damageJ

− The repetition o! IAustraliaJ and IAustralianJ numerous times throughout the tet

− The tone o! the tet is admiring and perhaps incredulous* This emphasises the writer8s

amaBement that such a notable disco&er( has been !ound so close to home ie* IRecent

genetic testing has shown that the ancient greenling is a >ondwanan relic and there!ore

should carr( as much global signi!icance as the plat(pusJ

Total +ducation ,entre 7 1" 7


18/22


Te,t 0

The poem makes it clear that Richard ,or( is a well7known local !igure* .t is the !act that the towns

people think the( know what he is like and how luck( he is to ha&e a pri&ileged li!e that makes the

shock ending e!!ecti&e* .t is clear the( disco&er his li!e is not what the( thought* The disco&er( thatassumptions are o!ten wrong is shown b( the tet* This disco&er( is close to home as it is about

someone the( thought the( knew well in their own localit(*

Techni4!es

− ;ame o! the town is not gi&en Idown townJ which implies e&er(one knows where it is

− The people making the disco&er( are a&erage and ordinar( as shown in IWe people on the

pa&ementJ* This helps show that disco&er( does not ha&e to be elsewhere !or others*

− The collo-uial language helps make the disco&er( ordinar( and not eotic eg* IAnd he

wasOJ Iwe thought that he was e&er(thingJ

− The sub@ect is shown doing &er( ordinar( things in the town like walking and sa(ing I>ood7

morningJ

− The inclusi&e terms IweJ and IusJ make the poem seem close to the reader and show the

eperience was close to the people mentioned

− The use o! !irst person narrati&e &oice makes the poem seem close to the reader and shows

the eperience was close to the people mentioned

Te,t 4

The @ournal is written b( a child who through the process o! building a tree7house comes to realise

that her parents are not -uite as she thought the( were* This tet shows the idea that people8sassumptions about others ma( not alwa(s be correct* The disco&er( about the parents was made at

home and so shows the reader that we are able to !inding out new things in the world around us*

This disco&er( has wider implications !or se role stereot(pes* These stereot(pical assumptions

about what makes an e!!ecti&e man or woman ma( not be right* The narrator reassesses her !ather

but accepts he still has skills – IEe won the +&erton case this week and no7one epected thatJ*

Techni4!es

− .n&ersion/ Eer !ather was stereot(picall( epected to be adept at building but despite his

Iscienti!ic discussionsJ he was !airl( limited in his practical abilities* Ee was also clums(

and a contrast to the e!!ecti&e law(er he presented* Eowe&er the mother is disco&ered to be

highl( skilled in her building and organisation*− The tree7house is being built at home and the narrator makes the disco&er( about her

parents/ I4inall( .8&e accepted that 'ad @ust isn8t the Eand(man KingJ I)omehow he8s

missed those skills – and Dum got themJ

− The use o! !irst person narrati&e &oice brings the tet close to the reader and shows the

eperience was close to the people mentioned

− The collo-uial language helps make the disco&er( ordinar( and not eotic eg* IwellJ

I)omehow she doesn8t seem in a rushJ

Total +ducation ,entre 7 1# 7


19/22


Section II

$uestion


20/22


Section III

$uestion 0


21/22




22/22


MPPI7G GRID

DISCOVERY PRCTICE ! E7G:IS; TRI:

;SC DV7CED 7D ST7DRD PPER 1

$uestio

n

Mark Content Outcome

13a5 2 Area o! )tud( E6

13b5 2 Area o! )tud( E E6

13c5 % Area o! )tud( E E6

13d5 % Area o! )tud( E E6 E"

13e5 = Area o! )tud( H1& H,& H7& H)& H8& H1-2 1= Area o! )tud( H1& H9& H1-& H11% 1= Area o! )tud( H1& H,& H7& H)& H:& H11&

H1,


Discovery Practice B HSC Paper

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