TIME ALLOWED FOR THIS PAPER: Reading time before commencing work: 10 minutes Working time for this paper: 2 hours MATERIAL REQUIRED / RECOMMENDED FOR THIS PAPER: To be provided by the supervisor

- Question booklet - Answer booklet

To be provided by the candidate

- Pens, pencils, eraser and / or correction fluid

IMPORTANT NOTE TO CANDIDATES No other items may be taken into the examination room. It is your responsibility to ensure that you do not have any unauthorised notes or other items of a non-personal nature in the examination room. If you have any unauthorised material with you, hand it to the supervisor BEFORE reading any further. All iPads and mobile phones must be turned off and in your bag along with any other devices and notes. Bags are to be closed and placed under the desk. INSTRUCTION TO CANDIDATES

1. Read through the paper to familiarise yourself with all of the questions. 2. Use a blue or black ballpoint / ink pen. Do not answer in pencil. 3. Write your answers in the answer booklet.

AT THE END OF THE EXAMINATION

- Any planning sheets or other pieces of paper MUST be handed in with this booklet. - At the end of the examination make sure that your name is on your booklet and any

other pieces of paper used.

Structure of this paper

Section Number of questions available

Number of questions to be attempted

Suggested working time (minutes)

Marks available

Section One: Comprehending

3 2 60 50

Section Two: Responding

4 1 60 50

Total Marks 100

Instructions to candidates

1. Make sure you write the number of the question being answered.

2. You must be careful to confine your responses to the specific questions asked and

to follow any instructions that are specific to a particular question. If you fail to comply you will be penalised.

Read the questions carefully. Take time to plan your written responses.

DO NOT TURN THE PAGE UNTIL ASKED TO DO SO

SECTION ONE: RESPONDING (Suggested working time: 60 minutes – 30 minutes per question)

There are THREE questions in this section – you only have to answer TWO. EXTENDED ANSWER (25 marks) Q1: Compare both images below and explain how film codes and conventions are used to portray the changing relationship of Oskar Schindler and Itzhak Stern.

(Image 1)

(Image 2)

SECTION ONE: EXTENDED ANSWER (25 MARKS) Q2. Explain how visual codes work together with language codes to convey a strong message in the following ‘The Lions Roar’ advertisement for the musk scent range by the company English Leather.

Planning space:

SECTION ONE: LANGUAGE ANALYSIS (25 marks) Q3. Explain how language is used to persuade the reader to accept the author’s viewpoint in the following opinion article.

BEFORE READING Terms to know:

Laud: praise Quintessential: the ideal or most typical example Mandatory: required by law or rule Predicament: a difficult situation ‘think-tanks’: a group of experts providing advice and ideas on a specific political

or economic problem.

Background: The Government has decided that 267 asylum seekers who are in Australia for medical treatment must be sent to detention camps in Nauru, to defend its offshore processing policy and thus save lives at sea. This provoked several public rallies and protests, including this opinion posted in Australian News outlet The Age

Lifesaving spirit lost The government has argued that if the 267 asylum seekers in Australia for medical treatment were allowed to stay, people smugglers would be encouraged. Essentially, therefore, the government is in favour of denying people the care and protection they need as advised by medical professionals if this denial could prevent a future tragedy at sea. This is un-Australian. If a person swam out too far at the beach and got into serious trouble, one of our surf lifesavers would not respond: "I am prepared to let this person suffer so that future swimmers will be discouraged from swimming out too far. I may have prevented more deaths, so I am comfortable with my decision." Our surf lifesavers are heroes and we laud them as quintessential Australians because they risk themselves to save others, regardless of who that person is and what misfortune or error of judgment may have led to their predicament. The government must explore the alternatives to mandatory detention and the prevention of people smuggling that academics, "think tanks" and lawyers have presented to it for more than a decade.

- Nicola Barnett, Aspley, Qld Source The Age (2016) https://www.theage.com.au/national/victoria/the-economy-blinded-by-greed-to-plight-of-the-poor

SECTION TWO: RESPONDING (50 marks) (Suggested working time: 60 minutes) Choose ONE of the following questions and formulate an argument, structuring your response in essay format. This will require you to plan: Your thesis (your main argument in response to the question) At least THREE strong points to support your thesis (Body paragraphs) Evidence to support your points A strong conclusion that summarises your main argument and offers an

overall comment or opinion.

1. Despite the claim that they are factual, the representations we encounter in non-fiction texts are in fact versions of reality. Discuss how the documentary you have studied uses documentary codes and conventions to construct a particular representation of an event, industry, group or individual. or 2. Texts can teach us important moral and social lessons. Discuss this statement with reference to at least one text you have studied this semester. or 3. ‘The only thing necessary for the triumph of evil is for good men to do nothing’ – Edmund Burke. Write a persuasive essay outlining whether you agree or disagree with this statement. Be sure to use examples as evidence to illustrate your point. or 4. With reference to one text you have studied this Semester, discuss whether the text has been effective in delivering a central message to the audience.