From the Markers' Reports and other useful hints

After each HSC, the Board of Studies compiles the comments of the markers for that year. You will also find the Marking Criteria for each year. The whole report can be accessed on the Board of Studies website.

Below you will find links to a summary and other comments taken from the 2004 and 2005 reports for:

Module A

Module B

Module C

HSC Advanced Module A examination questions

Examination questions can loosely be described as falling into

• the argument style of response (the traditional essay) or

• the creative response.

Examination questions may also be

• generic - a statement that applies to all texts in the elective, or

• specific to each text group in the elective.

In any case, they will reflect

• the Syllabus outcomes;

• course performance scales, and

• criteria explicitly outlined in the rubric preceding the question.

In Module A, you must reflect understanding of

• the nature of the module: a comparative study of text and context

• the concepts involved in the elective you have studied: 'transformations'; 'in the wild'

• the relevant terminology for the module and your elective.

General do's and don'ts

These pointers reflect, along with practical experience, the responses of a selection of HSC Markers reports which can be found on the Board Of Studies website.

You will find some words and phrases are repeated for every Module.

Do

• demonstrate a detailed knowledge of your texts
• maintain the focus of the question
• create a planned, cohesive argument
• demonstrate understanding of the question AND your texts AND the Module
• examine texts in relationship to each other - it is a study of the comparative nature of your texts
• make connections between texts
• demonstrate an ability to analyse and evaluate
• demonstrate an understanding and appreciation of the role of context in relation to your texts
• demonstrate an understanding of the values expressed in your texts
• show an appreciation of structure and language forms and their role in making meaning
• make appropriate reference to the text - it needs to be a fluid part of your argument
• use quotations at key points but don't go overboard and use too many
• demonstrate an ability to use metalanguage appropriately
• demonstrate that you are at least competent in literacy
• show your own engagement with the text throughout your argument
• demonstrate your own understanding as opposed to learning mass produced material

Don't

• ignore the comparative nature of the Module
• rely on narrating the plot
• rely on description of the texts, characters, incidents etc
• discuss your texts in isolation from one another
• fail to show how language and structure affect the making of meaning
• write without planning your argument
• generalise
• describe
• narrate
• make inaccurate references

The HSC Markers' favorite words and phrases:

• a balanced approach
• detailed analysis, synthesis, perceptive evaluation
• sustained argument
• personal engagement; internalised
• the concept
• values and attitudes
• integrated
• cohesive
• linked
• critical and personal response
• textual references; textual detail
• relevance

HSC Advanced Module B examination questions

Examination questions can loosely be described as falling into

·         the argument style of response (the traditional essay) or

·         the creative response.

Examination questions may also be

·         generic - a statement that applies to all texts in the elective, or

·         specific to each text group in the elective.

In any case, they will reflect

·         the Syllabus outcomes;

·         course performance scales, and

·         criteria explicitly outlined in the rubric preceding the question.

In Module B, you must reflect understanding of

·         your specific text

·         the literary and cultural value of the text

·         the ways in which your text has been read, received and valued in a range of contexts

·         evaluating these responses to your text.

General do's and don'ts

These pointers reflect, along with practical experience, the responses of a selection of HSC Markers reports which can be found on the Board Of Studies website.

Do

·         know your text by studying it closely

·         demonstrate a detailed understanding and appreciation of your text

·         consider the ongoing value of the text(s) to different audiences in different contexts

·         maintain the focus of the question by planning your response

·         clearly connect your arguments to the question

·         demonstrate understanding of the question AND your texts AND the Module

·         demonstrate an ability to analyse and evaluate

·         demonstrate critical engagement with the text

·         connect the critical and the personal in your response

·         show an appreciation of structure and language forms and their role in making meaning

·         link ideas and techniques

·         make appropriate reference to the text to support your argument and reveal deeper understanding

·         use quotations at key points but don't go overboard and use too many

·         demonstrate an ability to use metalanguage appropriately

·         demonstrate that you are at least competent in literacy

·         show your own engagement with the text throughout your argument

·         demonstrate your own understanding as opposed to learning mass produced material

·         write at length

Don't

·         fail to read the question closely

·         use critical readings as an excuse for not knowing the text they refer to

·         rely on recounting the plot

·         list readings or productions instead of demonstrating a deeper understanding

·         fail to show how language and structure affect the making of meaning

·         write without planning your argument

·         generalise

·         describe

·         make inaccurate references

The HSC Markers' favorite words and phrases:

These pointers reflect, along with practical experience, the responses of a selection of HSC Markers reports which can be found on the Board Of Studies website.

You will find some words and phrases are repeated for every Module.

·         a balanced approach

·         detailed analysis, synthesis, perceptive evaluation

·         sustained argument

·         personal engagement; internalised

·         the concept

·         values and attitudes

·         integrated

·         cohesive

·         linked

·         critical and personal response

·         textual references; textual detail

·         relevance

HSC Advanced Module C examination questions

Examination questions can loosely be described as falling into

·         the argument style of response (the traditional essay) or

·         the creative response.

Examination questions may also be

·         generic - a statement that applies to all texts in the elective, or

·         specific to each text group in the elective.

In any case, they will reflect

·         the Syllabus outcomes;

·         course performance scales, and

·         criteria explicitly outlined in the rubric preceding the question.

In Module C, you must reflect understanding of

·         the nature of the module: representation and text

·         the concepts involved in the elective you have studied: 'telling the truth'; 'powerplay'; history and memory

·         the relevant terminology for the module and your elective.

General do's and don'ts

These pointers reflect, along with practical experience, the responses of a selection of HSC Markers reports which can be found on the Board Of Studies website.

Do

·         have a clear understanding of representation and the impact on meaning

·         have a clear understanding of the concept of representation in text

·         distinguish between a composer's purpose and the effect on their responder

·         be able to distinguish perspectives in texts

·         apply these understandings across texts

·         demonstrate understanding of the question AND your texts AND the Module

·         clearly connect your arguments to the question

·         demonstrate an ability to analyse and evaluate

·         show an appreciation of structure and language forms and their role in making meaning

·         make appropriate reference to the text to support your argument and reveal deeper understanding

·         use quotations at key points but don't go overboard and use too many

·         demonstrate an ability to use metalanguage appropriately

·         demonstrate that you are at least competent in literacy

·         show your own engagement with the concepts involved in the Module throughout your argument

·         demonstrate your own understanding as opposed to learning mass produced material

Don't

·         fail to read the question closely

·         use critical readings as an excuse for not knowing the text they refer to

·         rely on narrating the plot

·         list readings or productions rather than demonstrate a deeper understanding

·         fail to show how language and structure affect the making of meaning

·         write without planning your argument

·         generalise

·         describe

·         make inaccurate references

The HSC Markers' favorite words and phrases:

·         a balanced approach

·         detailed analysis, synthesis, perceptive evaluation

·         sustained argument

·         personal engagement; internalised

·         the concept

·         values and attitudes

·         integrated

·         cohesive

·         linked

·         critical and personal response

·         textual references; textual detail

·         relevance

This is relevant even if it doesn't appear to be:

Bloom’s taxonomy: a hierarchy of thinking skills

This is a ladder of skills from easiest to hardest your teachers may have use to plan lessons and develop whole programmes such as the Area of Study and the Modules you have studied. The taxonomy begins with the most basic element of a study - knowledge -  and then sequentially moves onto more complex skills. The more complex skills imply mastery of the earlier skills.

The 'useful verbs' are cues to help you, as a student, to determine the complexity of the question. You could apply this taxonomy to the questions in the Area of Study reading questions in the first section of Paper 1.

In HSC terms, this means the marks go to the ability to demonstrate the more demanding skills.