YEAR 12 Trial Exam Paper 2016 ENGLISH Written examination12englishrevisionpcssc.weebly.com/uploads/3/9/3/5/... · 2019. 12. 9. · YEAR 12 Trial Exam Paper 2016 ENGLISH Written examination

This trial examination produced by Insight Publications is NOT an official VCAA paper for the 2016 English written

examination. The Publishers assume no legal liability for the opinions, ideas or statements contained in this trial exam.

This examination paper is licensed to be printed, photocopied or placed on the school intranet and used only within the

confines of the purchasing school for examining their students. No trial examination or part thereof may be issued or passed

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agencies without the written consent of Insight Publications.

Copyright © Insight Publications 2016

YEAR 12 Trial Exam Paper

2016

ENGLISH

Written examination Reading time: 15 minutes

Writing time: 3 hours

TASK BOOK

Section Number of

questions

Number of questions

to be answered

Marks

A – Text response

B – Writing in Context

C – Analysis of language use

20

4

1

1

1

1

20

20

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 white-out liquid/tape.

No calculator is allowed in this examination.

Materials supplied

Task book of 16 pages, including Examination assessment criteria on page 16.

Instructions

Write your name on each of your answers.

You must complete all three sections of the examination:

Section A: Text response

Section B: Writing in Context

Section C: Analysis of language use

All answers must be written in English.

If you write on a multimodal text in Section A, you must not write on a multimodal text in

Section B.

At the end of the task

Place all script books inside the front cover of one of the used script books.

Students are NOT permitted to bring mobile phones or any other unauthorised electronic devices

into the examination room.

2016 ENGLISH EXAM 2


This page is blank.

3 2016 ENGLISH EXAM

SECTION A – continued

TURN OVER Copyright © Insight Publications 2016

SECTION A – Text response

Instructions for Section A

Section A requires students to complete one analytical/expository piece of writing in

response to one topic (either i. or ii.) on one selected text.

Indicate the text selected and whether you are answering i. or ii.

In your response, you must develop a sustained discussion of one selected text from the

Text list below.

Your response must be supported by close reference to and analysis of the selected text.

For collections of poetry or short stories, you may choose to write on several poems or short

stories, or on one or two in very close detail, depending on what you think is appropriate.


Section B.

Your response will be assessed according to the criteria set out on the last page of this book.

Section A is worth one-third of the total assessment for the examination.

Text list

1. All About Eve ........................................................... Directed by Joseph L Mankiewicz

2. Brooklyn ..................................................................................................... Colm Tóibín

3. Burial Rites .................................................................................................Hannah Kent

4. Cloudstreet .................................................................................................. Tim Winton

5. Frankenstein ............................................................................................. Mary Shelley

6. I for Isobel ................................................................................................. Amy Witting

7. In the Country of Men ............................................................................ Hisham Matar

8. Island: Collected Stories .................................................................... Alistair MacLeod

9. Mabo ................................................................................... Directed by Rachel Perkins

10. Measure for Measure ................................................................... William Shakespeare

11. Medea .............................................................................................................. Euripides

12. No Sugar........................................................................................................ Jack Davis

13. Selected Poems ............................................................................................ John Donne

14. Selected Poems ...................................................................................... Gwen Harwood

15. Stasiland .................................................................................................... Anna Funder

16. The Complete Maus .............................................................................. Art Spiegelman

17. The Thing Around Your Neck ......................................... Chimamanda Ngozi Adichie

18. The White Tiger .......................................................................................Aravind Adiga

19. This Boy’s Life ......................................................................................... Tobias Wolff

20. Wuthering Heights .................................................................................. Emily Brontë

2016 ENGLISH EXAM 4

SECTION A – continued Copyright © Insight Publications 2016

1. All About Eve directed by Joseph L Mankiewicz

i. ‘Although All About Eve is a comedy, it has some serious messages about what

is important in life.’

Do you agree?

OR

ii. ‘The similarities between Eve and Margo are more important than the

differences.’

Discuss.

2. Brooklyn by Colm Tóibín

i. ‘Eilis’ sense of duty dictates all of her decisions.’

To what extent do you agree?

OR

ii. How does Tóibín explore the complex nature of love in Brooklyn?

3. Burial Rites by Hannah Kent

i. “... I do not doubt that she has manufactured a life story in such a way so as to

prick your sympathy.”

Discuss the ways in which Kent manipulates the reader’s compassion for her

characters.

OR

ii. ‘Burial Rites portrays a society that is more interested in superstition and faith

than facts.’

Discuss.

4. Cloudstreet by Tim Winton

i. ‘The tragedy and humour of life are shown in equal measure in Cloudstreet.’

Discuss.

OR

ii. “You shouldn’t break a place. Places are strong, important.”

‘Cloudstreet demonstrates how places can be important in people’s lives.’

Discuss.

5 2016 ENGLISH EXAM



5. Frankenstein by Mary Shelley

i. ‘Frankenstein confronts readers with both the genius and the horror of

humanity’s potential.’

Discuss.

OR

ii. ‘Frankenstein suggests that happiness relies on being accepted by others.’

Do you agree?

6. I for Isobel by Amy Witting

i. ‘I for Isobel is about outsiders and their struggles to find love and acceptance.’

Discuss.

OR

ii. ‘Isobel creates many of her own problems.’

To what extent do you agree?

7. In the Country of Men by Hisham Matar

i. ‘In the Country of Men shows a world in which ordinary men and women have

little control over their lives.’

Discuss.

OR

ii. ‘Above all, family is what gives the characters a sense of purpose and

meaning.’

Discuss.

8. Island: Collected Stories by Alistair MacLeod

i. ‘Island explores the futility of attempts to halt change.’

Discuss.

OR

ii. ‘The natural environment is a source of both comfort and danger in Island.’

Discuss.

2016 ENGLISH EXAM 6

SECTION A – continued Copyright © Insight Publications 2016

9. Mabo directed by Rachel Perkins

i. How does Perkins demonstrate Eddie’s determination to be heard?

OR

ii. ‘Mabo is more about protecting family and culture than gaining land rights.’

Do you agree?

10. Measure for Measure by William Shakespeare

i. ‘Measure for Measure depicts a society incapable of delivering justice.’

Discuss.

OR

ii. ‘Isabella is the play’s most admirable character.’

Do you agree?

11. Medea by Euripides

i. “But now everything has turned to hatred and where love was once deepest a

cancer spreads.”

‘Medea explores the shocking consequences of betrayal.’

Discuss.

OR

ii. ‘Medea’s love for her children is unquestionable.’

Do you agree?

12. No Sugar by Jack Davis

i. ‘While the male characters tend to create conflict, the female characters find

ways to survive.’

Discuss.

OR

ii. ‘Despite its moments of hope, this play presents a bleak view of Australia’s

past.’

Discuss.

7 2016 ENGLISH EXAM



13. Selected Poems by John Donne

i. ‘Donne writes about the challenges of relationships.’

Discuss.

OR

ii. ‘Donne’s imagery connects the material and the spiritual worlds.’

Discuss.

14. Selected Poems by Gwen Harwood

i. ‘Harwood’s poetry encourages the reader to see the divine in ordinary

experiences.’

Do you agree?

OR

ii. ‘Harwood’s poetry explores an individual’s ability to construct their own

identity.’

Discuss.

15. Stasiland by Anna Funder

i. ‘Stasiland explores the physical and emotional resilience of human beings.’

Discuss.

OR

ii. In what ways does the narrative voice contribute to the impact of Stasiland?

16. The Complete Maus by Art Spiegelman

i. ‘The Complete Maus draws an ugly picture of human nature.’

Do you agree?

OR

ii. ‘A traumatic experience can affect people in many different ways.’

Discuss how this is explored in The Complete Maus.

2016 ENGLISH EXAM 8

END OF SECTION A Copyright © Insight Publications 2016

17. The Thing Around Your Neck by Chimamanda Ngozi Adichie

i. ‘Although Adichie writes about Nigerians, the challenges and conflicts she

describes are universal.’

Discuss.

OR

ii. ‘Adichie’s characters tend to see the negatives rather than the positives in life.’

Discuss.

18. The White Tiger by Aravind Adiga

i. Is Balram a villain or a hero?

OR

ii. ‘The White Tiger depicts a world in which the ends justify the means.’

Discuss.

19. This Boy’s Life by Tobias Wolff

i. Why does Toby find it so difficult to find acceptance?

OR

ii. “We were going to change our luck.”

To what extent are the characters’ lives affected by luck?

20. Wuthering Heights by Emily Brontë

i. ‘Heathcliff’s only redeeming feature is his depth of passion.’

Do you agree?

OR

ii. ‘Wuthering Heights is a cautionary tale about the effects of isolation.’

Discuss.

9 2016 ENGLISH EXAM

SECTION B – continued


SECTION B – Writing in Context

Instructions for Section B

Section B requires students to complete an extended written response.

Indicate the Context and the main text drawn upon in the answer book.

In your writing, you must draw on ideas suggested by one of the four Contexts.

Your writing must draw directly from at least one selected text that you have studied for this

Context and be based on the ideas in the prompt.

Your response may be an expository, imaginative or persuasive piece of writing.


Section B.

Your response will be assessed according to the criteria set out on the last page of this book.

Section B is worth one-third of the total assessment for the examination.

2016 ENGLISH EXAM 10

SECTION B – continued Copyright © Insight Publications 2016

Context 1 – The imaginative landscape

A Passage to India ..................................................................... Directed by David Lean

Into the Wild ................................................................................................ Jon Krakauer

Night Street …......................................................................................... Kristel Thornell

The View from Castle Rock ........................................................................ Alice Munro

Prompt

‘A strong inner life cannot always protect us from a hostile environment.’

Task

Complete an extended written response in expository, imaginative or persuasive style. Your

writing must draw directly from at least one selected text for this Context and explore the

idea that ‘a strong inner life cannot always protect us from a hostile environment’.

OR

Context 2 – Whose reality?

Behind the Beautiful Forevers ................................................................ Katherine Boo

Death of a Salesman .................................................................................. Arthur Miller

Foe ................................................................................................................ JM Coetzee

Wag the Dog ....................................................................... Directed by Barry Levinson

Prompt

‘An entertaining story is far more believable than the truth.’

Task



idea that ‘an entertaining story is far more believable than the truth’.

OR

11 2016 ENGLISH EXAM

END OF SECTION B

Copyright © Insight Publications 2016 TURN OVER

Context 3 – Encountering conflict

A Separation .......................................................................... Directed by Asghar Farhadi

Every Man in this Village is a Liar ............................................................. Megan Stack

Life of Galileo ............................................................................................. Bertolt Brecht

The Lieutenant ........................................................................................... Kate Grenville

Prompt

‘Whenever there is conflict there are no winners.’

Task



idea that ‘whenever there is conflict there are no winners’.

OR

Context 4 – Exploring issues of identity and belonging

Invictus ................................................................................. Directed by Clint Eastwood

Summer of the Seventeenth Doll .................................................................. Ray Lawler

The Mind of a Thief ...................................................................................... Patti Miller

Wild Cat Falling ............................................................................................ Mudrooroo

Prompt

‘Acceptance of others is part of a sense of belonging.’

Task



idea that ‘acceptance of others is part of a sense of belonging’.



This page is blank.


SECTION C – continued


SECTION C – Analysis of language use

Instructions for Section C

Section C requires students to analyse the use of written and visual language.

Read the material on pages 14 and 15 and then complete the task below.

Write your analysis as a coherently structured piece of prose.

Your response will be assessed according to the criteria on the last page of this task book.

Section C is worth one-third of the total assessment for the examination.

TASK

How are written and visual language used in the following texts to attempt to persuade

readers to share the points of view presented in them?

Background information

‘Lead and Achieve’ was written by AJ Smith, the Principal of Main Street Secondary

College, a government school in Victoria. It was published in the weekly online ‘Principal’s

Newsletter’ for parents and guardians of students at the school. Following the article are the

school’s disclaimer about contributions to the page, which appears after every article in the

newsletter, and the first published comment. All have been reproduced in full on pages 14

and 15.


SECTION C – continued Copyright © Insight Publications 2016

29 JANUARY 2016

Happy New Year and welcome to Term 1! I’m thrilled to be starting my second year as Principal of Main Street and I know that 2016 will be another year of enriching and interesting educational experiences for our students.

During the last week of the school holidays, Main Street teachers and I were back at work preparing for the year ahead. This included two days of professional development workshops with the theme ‘Lead and Achieve’. These days provided a fascinating learning journey for us all, as we interrogated every aspect of our school’s approach to acknowledging students’ achievements with Dr Amy-Louise Lyttlewood from the Faculty of Education at City University.

As educators, parents and guardians, we all have one common aim: to equip young people with the tools to thrive in the wider world. Our work with Dr Lyttlewood inspired some significant changes to school policies that I believe will do just that for our students.

As you all know, it has been a longstanding Main Street tradition to present academic and activity awards at our end-of-year Presentation Night, just as it is at many other schools. This year, however, we are taking the bold and innovative step of abolishing all school awards. Let’s not ignore the efforts of the vast majority of our students by persisting

with a divisive and outdated ‘winner takes all’ attitude to rewarding student success.

There are a number of reasons we have made this decision, all backed firmly by Dr Lyttlewood’s research. Primarily, the old system ignored everyone except the one student who came out ‘on top of the pile’ in each awards category. Other strong students who deserved to be acknowledged were not, even when they missed out by as little as half a percentage point. Students with natural talent in sport or music, but who lacked drive and dedication, won awards over students who worked incredibly hard with less natural ability. Some hardworking, talented students were not recognised because extenuating circumstances, perhaps issues at home or illness, interrupted or adversely affected their year. Some students received an award

‘The most meaningful way to

celebrate student achievement is

through everyday praise and

positive reinforcement.’ Dr Amy-Louise Lyttlewood


END OF SECTION C

Copyright © Insight Publications 2016 TURN OVER

simply because they were the highest achiever in a very weak or very small cohort. These occurrences undermined the integrity and fairness of the whole awards process.

The awards also promoted an unhealthy, competitive culture that undermined the principles of academic collaboration and peer support that are central to our school’s philosophy. With 200 students in each year level vying for around 20 awards, over 90% of our students never did and never could receive a school award. All of our students have their own unique talents, and yet we were rewarding so few – something that seems contrary to our school’s motto: Our Diversity, Our Strength. We should celebrate the efforts of all Main Street students who work hard and do their best, not just ‘the smartest, fastest and strongest’. The old system clearly failed us all in that respect.

I acknowledge that a few parents and students may be disappointed or even upset by this change, and that they may see it as a Scrooge-like decision. Some may even believe that not receiving an award will be damaging to our high achievers’ self-esteem or even their résumé. I understand these reactions, but they underestimate both the resilience of our students and the impact of more meaningful rewards. Every day, every Main Street teacher provides constructive feedback and generous, positive reinforcement to build the self-esteem and resilience of all of our students. Ultimately that is a far more significant reward than a photocopied certificate and a polite round of applause.

Mr AJ Smith, BA(Hons), MEd Principal, Main Street Secondary College

Please note: Parents must be logged in to submit comments. All contributions are moderated by Main Street Secondary College. Comments that are considered aggressive, defamatory or bullying in nature, use offensive language or advocate discriminatory ideas will not be published, and will be forwarded to the relevant authorities.

COMMENTS

8.04am 30 January 2016 RWTillen wrote:

As the father of two Main Street kids, I respect a lot of the big changes you made last year, especially with teacher feedback and transition weeks. But how is entirely abolishing awards an improvement? It teaches kids that top marks don’t deserve recognition and there’s enough tall-poppy syndrome in this country as it is. It shouldn’t matter whether 20 or 200 kids studied a subject or if it’s a weak or strong class. If you come out ‘on top of the pile’ you deserve special acknowledgement.

In the six years I’ve been involved with the school, I’ve never seen evidence of ‘unhealthy’ competition. In fact, I think Main Street kids and their parents are quite realistic about awards. Of course it’s normal to have fleeting moments of envy and disappointment but the vast majority of us appreciate each other’s achievements and put our losses into perspective pretty quickly. Cancelling the awards just validates the unhealthy ‘what about me’ responses of one or two kids (or their parents) and neglects the perfect opportunity to teach a bit of ‘real-world’ resilience. Sometimes we win, sometimes we don’t. Pretending otherwise isn’t ‘bold and innovative’ or ‘equipping young people with tools to thrive in the wider world’; it’s just a bit naive. Absolutely change the system if it’s not rewarding the kids who deserve it, but please don’t throw the baby out with the bathwater.

‘The best schools acknowledge the

strengths of every student, every

day; they don’t just applaud the

smartest, fastest and strongest.’ Dr Amy-Louise Lyttlewood



Examination assessment criteria

The examination will address all the criteria. Student responses will be assessed against the

following criteria.

Section A – Text response

detailed knowledge and understanding of the selected text, demonstrated appropriately in

response to the topic

development in the writing of a coherent and effective discussion in response to the task

controlled use of expressive and effective language appropriate to the task

Section B – Writing in Context

understanding and effective exploration of the ideas and/or arguments relevant to the

prompt/stimulus material

effective use of detail and ideas drawn from the selected text as appropriate to the task

development in the writing of a coherent and effective structure in response to the task,

showing an understanding of the relationship between purpose, form, language and

audience

controlled use of language appropriate to the purpose, form and audience

Section C – Analysis of language use

understanding of the ideas and points of view presented

analysis of ways in which language and visual features are used to present a point of view

and to persuade readers

controlled and effective use of language appropriate to the task

The above criteria are official VCAA Examination Assessment Criteria © VCAA, reproduced with kind

permission of the VCAA.

Images courtesy of Shutterstock.

END OF TASK BOOK

Documents

YEAR 12 Trial Exam Paper 2016 ENGLISH Written examination12englishrevisionpcssc.weebly.com/uploads/3/9/3/5/... · 2019. 12. 9. · YEAR 12 Trial Exam Paper 2016 ENGLISH Written examination