HSC English Std 2021 - Revision

Picture this

100

This is a picture of the real place in which 'Past the Shallows' is set. In which town, state, and country, is the novel set?

Cloudy Bay, Tasmania, Australia

200

Which scene in the play is this image applicable to from Shafana and Aunt Sarinnah?

The Opening Scene - Shafana's Laboratory. 

300

What shot type and lighting technique is used in this scene from 'The Truman Show'?

Mid-shot and low-key lighting 

400

In Module C: The Craft of Writing, you have studied THREE prescribed texts.

Name all three of them as well as the title and form of their respective text.

1: Helen Garner 'Dear Mrs Dunkley' - Discursive

2: Ray Bradbury 'The Pedestrian' - Imaginative Prose 

3: Les Muray 'An Absolutely Ordinary Rainbow' - Imaginative Poetry 

500

This question has TWO parts. 

(a) Identify TWO film techniques used in this shot.

(b) Explain the meaning behind this moment shown at the end of the film.

(a) long shot; low-angle; symbolism of bright blue background of the sky/clouds; negative space; body language

(b) This moment occurs at the end of the film as Truman takes his leave of Seahaven and of Christof. Truman is elevated and in a position of power as he finally takes possession of his own life and takes back the power over his own life that has been denied to him. The religious symbology in this moment is not lost, with the final christ reference, Truman the podigal son. He leaves through the clouds into the negative space in the wall, the great unknown. 

Rubric Readiness

100

Name all the modules you have studied throughout the HSC course. 

(*Hint* You've seen these written out a GAZILLION times on handouts and PPT presentations throughout the year.)

Common Module: Texts and Human Experiences

Module A: Language, Identity & Culture

Module B: Close study of Literature

Module C: The Craft of Writing

200

Explain TWO purposes of Module C: The Craft of Writing.

Answers from the rubric could include:

- to strengthen and extend their knowledge, skills and confidence as writers

- to learn to write for a range of authentic audiences and purposes to convey ideas with power and increasing precision

- to study prescribed texts to use as models and stimulus for the development of their own ideas and written expression

- to examine how writers of complex texts use language creatively and imaginatively for a range of purposes, to describe the world around them, evoke emotion, shape a perspective or to share a vision

- to learn to appreciate, analyse and assess the importance and power of language

- to reflect on the complex and recursive process of writing to further develop their ability to apply their knowledge of textual forms and features in their own sustained and cohesive compositions

- to generate and explore ideas through discussion and speculations. 

- to engage in the stages of drafting and revising

- to experiment with a range of language forms and features (for example imagery, rhetoric, voice, characterisation, point of view, dialogue and tone) 

- to develop editing skills, learning to apply the conventions of syntax, spelling, punctuation and grammar appropriately and effectively for publication

- to work independently and collaboratively to reflect, refine and strengthen their own skills in producing crafted, imaginative, discursive, persuasive and informative texts

300

Complete the cloze passage below from the Common Module rubric:

Students explore how texts may give insight into the a_______s, pa_______ and in_____________ in human behaviour and motivations.

Students explore how texts may give insight into the ANOMALIES, PARADOXES and INCONSISTENCIES in human behaviour and motivations.

400

Complete the cloze passage below from the Module B rubric:

Students explore and analyse the particular id___ and cha____________s of the text and understand the ways in which these ch_____________s establish its di_________ qualities.

Students study one text chosen from the list of prescribed texts. They engage in the extensive exploration and interpretation of the text and the ways composers (authors, poets, playwrights, directors, designers and so on) portray pe____e, ideas, set_____ and sit_______ in texts.

Students explore and analyse the particular IDEAS and CHARACTERISTICS of the text and understand the ways in which these CHARACTERISTICS establish its DISTINCTIVE qualities.

Students study one text chosen from the list of prescribed texts. They engage in the extensive exploration and interpretation of the text and the ways composers (authors, poets, playwrights, directors, designers and so on) portray PEOPLE, ideas, SETTINGS and SITUATIONS in texts.

500

Complete the cloze passage below from the Module A rubric:

Through their responding and composing students deepen their understanding of how language can be used to af____, ig____, re____, ch_______ or dis____ prevailing assumptions and beliefs about themselves, individuals and cultural groups. 

Through their responding and composing students deepen their understanding of how language can be used to AFFIRM, IGNORE, REVEAL, CHALLENGE or DISRUPT prevailing assumptions and beliefs about themselves, individuals and cultural groups.

Remember what?

100

What is Aunt Sarrinah's surname in 'Shafana and Aunt Sarrinah.'

Abdullah 

200

(a) What is featured in the image below? 

(b) What is the name of the island in 'Past the Shallows' where it is found?

(a) This is abalone. The men in the Curren family are abalone fisherman, braving the frigid ocean to dive for this rare commodity. 

(b) Past the Shallows takes place on Bruny Island just off the coast of Tasmania, an Australian state that supplies 25% of the world’s abalone harvest. 

300

Complete the final lines to the prologue from Past the Shallows 

Wherever rock comes out of                           , wherever reef rises up, there is                     . Black lipped, soft bodies protected by              . 

                     .

Wherever rock comes out of deep water, wherever reef rises up, there is abalone. Black lipped, soft bodies protected by shell. 

Treasure.

400

This question has THREE parts. Identify the correct text from which these quotes have been drawn:

(a) "He tried to imagine a fire in the darkness ... he willed it on, felt the first flicker of warmth as it grew. Then it raged, turned into a ball of fire, orange and red and hungry moved into his heart. He shared it with Harry through his skin."

(b) The tombs, ill-lit by television light, where the people sat like the dead, the gray or multicolored lights touching their faces, but never really touching them."

(c) "I am thinking about the mussels that live in total darkness ... there are yet new worlds to be fathomed, and new impossibilities to be revealed."

(a) Past the Shallows 

(b) The Pedestrian 

(c) Shafana and Aunt Sarrinah 

500

Identify the TWO of the allusions to 1969 Sydney CBD in Les Murray's 'An Absolutely Ordinary Rainbow'  we have studied.

- Repins - Popular Coffee inns, made famous by 1959 film 'Ladies in Black' 

- Lorenzinis - family-owned cafe in Sydney 

- Tattersalls - long standing club in Sydney 

- George Street 

- Pitt Street 

Common mod: Past the Shallows

100

Identify TWO recurring motifs in the novel.

Unpredictable image of the ocean; shark-tooth necklace; Harry's nausea (link between nausea and trauma); repressed emotions.

200

Identify the MOST obvious technique in the following quote and explain its effect on meaning:

"[Miles] climbed onto the rails, was ready to jump, but Dad grabbed him up—held him like stone."

SIMILE 

Parrett underscores the crushing strength with which Dad holds Miles down by comparing Dad's grip to stone. Conveys the power imbalance between the two and metaphorically emphasises the emotional disconnect between father and son.

300

Identify TWO key structural features of the novel.

Cyclical/circular narrative structure; non-linear structure; flashbacks; multiple character perspectives; use of language changes to reflect childishness/maturity. 

400

Identify and describe the effect of the TWO figurative devices used in this interaction between Miles and Joe, after the death of Harry on the fishing vessel:

'You came back,' he said.

Joe nodded. He looked down at his hands and let go of the bed. Miles knew they were shaking.

'The wind was too strong,' he said. 'I couldn't get through the strait. I couldn't leave.'

And Miles knew it was lucky Joe hadn't been lost out there, too. He was lucky.

PATHETIC FALLACY/SYMBOLISM: The wind being 'too strong' to allow Joe's boat to pass through the strait and leave Bruny Island is symbolic of nature (i.e. a 'higher power' like fate) interfering in Joe's journey in order to bring him back to where he was needed most. The aggression and resisting force of the wind functions as pathetic fallacy echoes the brutality of his father's dominance and aggression during the incident on the fishing boat, which was happening at the same time Joe was attempting to leave (plot line unity). In the same way, the wind could also represent the strength of Joe's conviction to stay and support his brothers.

METAPHOR: The reference to Joe being lucky to have not been "lost out there" too, goes beyond the literal interpretation of his possible death, and signifies the potential loss of his identity/purpose and connection to his brothers if he left.

500

Describe THREE examples of either anomalies, paradoxes or inconsistencies evident throughout the novel.

- Dad’s constant anger and abuse, despite the warmth and comfort we often associate with familial relationships

- Miles being torn between the childhood innocence he misses and the adult reality he is forced into

- Aunty Jean’s desire to help the boys while simultaneously being harsh and somewhat irritating

- The ocean—a metaphor for the human experience in general—being both beautiful, calm and healing and extremely violent, unpredictable and volatile

- The other members of the town being able to recognise the family’s toxicity yet being unable or unwilling to help in any major capacity

- The past and the present constantly melding and intruding on each other

Mod A:Shafana & Aunt Sarinnah

100

What specific technique is employed in the opening monologue of the play? 

Metaphor

200

Basic facts to know - answer ALL correctly to pass!

(a) Who wrote 'Shafana & Aunt Sarinnah: Soft Revolution'?

(b) What significant historical event is referred to in a flashback?

(c) What is the connection between the two characters? 

(a) Alana Valentine

(b) 9/11

(c) Shafana is Sarinnah's niece

300

Identify and describe the effect of TWO techniques (language and/or dramatic) used in the following lines:

Shafana's laboratory.

SHAFANA sings the Dari song 'Taranha Saalang' ('Song of Saalang'). As she sings she puts on the headscarf.

Setting laboratory -her safe place and significant in the establishment and expression of her identity, she merges the contributing elements of self - faith & education.  

Stage Direction 'sings Dari son' & 'puts on the headscarf' - a significant cultural moment as she embraces the physical expression of culture coupled with the singing of the Dari song. 

Symbolism of the headscarf as an identifying feature of self, faith and culture. 

Language as a means of expressing culture. This moment also excludes the audience who do not speak the language, an interesting twist as we are now the ones on the outer.

400

Identify TWO key themes explored in the text. 

- expression of self and faith 

- generational divide 

- gender expectations

- stereotypes and their impact 

- assimilation and expectations of Muslim people in Australia

- value of education

500

Valentine's play is described as a two-handed play - what does this mean? 

It is a play that only includes two characters, and focuses on their interactions and conversations with a limited time frame and setting. 

Mod B:The Truman Show

100

Christof's key quote about the film's primary message: 

We accept the reality of the world with which we're presented

200

This question has TWO parts.

(a) In which town is The Truman Show set?

(b) What time period does The Truman Show most resemble and why?

(a) Seahaven

(b) The 1950's with its seemingly wholesome, simplistic and idealistic lifestyle. 

300

Meryl's Breakdown Scene provides a significant catalyst for the breaking down of Truman's World. 

What are TWO of the key themes addressed in this breakdown? 

1. Breaks the divide between the constructed reality of the show and reality as Meryl breaks character. 

2. Relationships are questioned

3. Highlights the media manipulation and the importance of this above Truman's feelings

4. The shifting balance of power

400

In the final escape scene there are a number of techniques used to convey the significance of the moment as the culmination of Truman's journey and Christof's social experiment. 

Identify and explain 3 techniques. 

• Macro: Symbolism (Truman as Christ, sacrificial son – after Chrsitof attempts to drown him), the eagle – freedom (Kiarah determined to make Noah’s Ark a thing here!!), the Santa Maria (Columbus ship – journey to the new world to symbolise Truman’s journey to the new world)
• Micro: Clothing – Macro: Symbolism of the taking back of power with the shift in costuming to a more serious attire (black).
• Micro: Lighting – before the storm unnatural ‘natural’ light to emphasise the constructed world, after the storm we have the natural light, bright light shining on him to represent his new found freedom.
• Macro: The use of water motif to represent the continuity of fear and the repression of Truman to maintain the constructed reality. Micro: Surging water = turmoil, destruction, chaos – juxtaposing with the tranquillity of the calm waters after the storm to again represent his overcoming the obstacles of his constructed reality as he journeys towards his freedom.

 

500

Identify THREE themes of The Truman Show.

*Must be phrased as statements, not single words*

Answers may include:

- Manipulation of the media or the influence of media on society 

- The notion of reality 

- Fear as a means of manipulation and control 

- The abuse of power (a question of morals, ethics and values)

- Representations of institutionalised control via religious symbolism

- The 'utopian society' - too good to be true. 

Mod C:The Craft of Writing

100

"Dear Mrs Dunkley. You're long gone, and I'm nearly seventy. But, oh, I wish you weren't dead."

What language technique is made prominent by the use of contractions and the interjection 'oh' in this line from 'Dear Mrs Dunkley'?

Colloquial language

200

What comment on society is Ray Bradbury making in his short story "The Pedestrian"? 

Loss of humanity due to technology advancements. 

300

This question has two parts: 

a) What were the two other texts studied to supplement our understanding of the Craft of Writing? 

b) What style of writing are these texts? 

a) Katy Kelleher - 'Mustard, the Colour of Millennial Candidates, Problematic Lattes and Aboriginal Paintings. 

    GPT-3 - 'A robot wrote this entire article. Are you scared yet, human?' 

b) Discursive 

400

This question has THREE parts.

(a) What was one of the purposes of Helen Garner's 'Dear Mrs Dunkley'?

(b) How many voices are established in Garner's open letter?

(c) What is the dominant style of language used.

(a) Explores themes of fear, appreciation and hatred when reflecting on interactions from childhood with adult perspective. 

(b) Two - one of an older self, and that of a younger, inexperienced self 

(c) Colloquial language, short sentences - simple and accessible. Uses some outdated langauge to show change in society. 

500

When reflecting on your written compositions, what are four questions you should be considering? 

Possible Answers:

- What were you trying to achieve in your writing?

- Discuss what influenced your writing style

- Discuss what influenced your choice of subject matter or subject position

- Identify and discuss why you have used certain techniques or rhetorical devices

- Reflect on your compositional choices – how did you structure your piece?

- Was there anything you found challenging about the task?