2016 english

VATE Publications

2016

ENGLISHWritten examination sample paper

The scenario in Section C has been prepared for the sole purpose of providing sample material for the VATE English Written examination sample paper. Names of individuals and the characters are fictional, with no comparison with, or comment on, any living individual intended. The views expressed in the scenario are not necessarily those of the writer or publisher.

Reading time: 15 minutes Writing time: 3 hours

TASK BOOK

• 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 correction

liquid/tape.• No calculator is allowed in this examination.

Material supplied• Task book of 12 pages, including Examination assessment criteria on page 12.

Instructions• Complete each of the following:

—Section A: Text response—Section B: Writing in Context—Section C: Analysis of language use

• All written responses must be in English.

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

Disclaimer: Examination instructions and the Examination assessment criteria are taken from the Victorian Curriculum and Assessment Authority (VCAA) 2015 English Written examination (October 2015). The VCAA does not endorse the content of this exam.

This exam cannot be reproduced whole or part thereof without the permission of the Victorian Association for the Teaching of English.© Victorian Association for the Teaching of English 2016

1/134–136 Cambridge Street, Collingwood, VIC, 3066

Section Number of questions

Number of questions to be answered

Marks

A — Text response 20 1 20B — Writing in Context 4 1 20C — Analysis of language use 1 1 20

Total 60

Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices into the examination room.

2016 VATE ENGLISH SAMPLE EXAM 2

Text list

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

SECTION A — Text response

SECTION A —continued

Instructions for Section ASection 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.If you write on a multimodal text in Section A, you must not write on a multimodal text in Section B.Your response will be assessed according to the criteria set out on page 12 of this book.Section A is worth one-third of the total assessment for the examination.

2016 VATE ENGLISH SAMPLE EXAM3

1. All About Eve directed by Joseph Mankiewicz

i. ‘All About Eve shows that much is sacrificed in the pursuit of fame and stardom.’

Discuss.

OR

ii. ‘Addison’s “poison pen” enables him to control the outcome for the characters in All About Eve.’

Do you agree?

2. Brooklyn by Colm Tóibín

i. ‘Brooklyn shows how vulnerable a young woman can be to the expectations of others.’

Discuss.

OR

ii. ‘Migration provides Eilis with more benefits than disadvantages.’

Do you agree?

3. Burial Rites by Hannah Kent

i. ‘Burial Rites shows that a society which condones execution is itself damaged.’

Discuss.

OR

ii. ‘Despite the harshness of their lives, the characters in Burial Rites are resourceful and determined.’

Discuss.

4. Cloudstreet by Tim Winton

i. ‘The humour in Cloudstreet is as important as the grief.’

Do you agree?

OR

ii. ‘Sometimes the forces that affect the characters in Cloudstreet are not of this world.’

To what extent do you agree?

5. Frankenstein by Mary Shelley

i. “…misery made me a fiend.”

Who is the real villain in Frankenstein?

OR

ii. ‘Frankenstein is a warning against unchecked ambition.’

To what extent do you agree?

SECTION A — continued TURN OVER


6. I for Isobel by Amy Witting

i. “I am a writer. I am a writer.”

How does writing help shape Isobel’s journey?

OR

ii. ‘I for Isobel shows that the pain we suffer in childhood never fully heals.’

Do you agree?

7. In the Country of Men by Hisham Matar

i. “Concern…was what I craved.”

How have the adults in Suleiman’s life failed him?

OR

ii. ‘The novel shows that people can be irreversibly scarred by secrets.’

Discuss.

8. Island: Collected Stories by Alistair MacLeod

i. ‘The characters live hard-working lives in an unforgiving terrain, yet MacLeod’s stories evoke a sense of

beauty.’

Discuss.

OR

ii. ‘For the characters in MacLeod’s stories, the past is always present.’

Discuss.

9. Mabo directed by Rachel Perkins

i. ‘By trying to be both a love story and a record of the Mabo case, Perkins’ film fails on both counts.’

Do you agree?

OR

ii. How does Rachel Perkins portray the importance of land and cultural traditions in her film Mabo?

10. Measure for Measure by William Shakespeare

i. “And liberty plucks justice by the nose.”

How does the play show that laws must be both firm and flexible?

OR

ii. ‘Shakespeare’s Measure for Measure depicts a society where the women are powerless.’

Do you agree?

SECTION A —continued


11. Medea by Euripides

i. ‘Medea has no choice but to seek revenge.’

Do you agree?

OR

ii. ‘The Chorus in Medea presents a set of moral and social values for the audience’s consideration.’

Discuss.

12. No Sugar by Jack Davis

i. ‘The white characters in No Sugar are guilty of incompetence and abuse.’

Do you agree?

OR

ii. ‘The tragedy of No Sugar is that the two racial groups fail to understand each other.’

Discuss.

13. Selected Poems by John Donne

i. ‘In Donne’s poetry, life and hope triumph over death and despair’.

Do you agree?

OR

ii. “…by a love so much refined.”

‘Donne’s poems explore many aspects of love.’

Discuss.

14. Selected Poems by Gwen Harwood

i. ‘Despite tightly condensing life’s experiences, Harwood’s poetry is filled with emotion.’

Discuss.

OR

ii. “and wept…for what I had begun.”

‘Harwood’s poems portray more of the rawness of human experience than its pleasure and innocence.’

Do you agree?

15. Stasiland by Anna Funder

i. ‘While Funder looks for heroes in Stasiland, all she finds is victims and villains.’

Do you agree?

OR

ii. How does Funder's narration reveal the truth about the GDR?

SECTION A — continued TURN OVER


16. The Complete Maus by Art Spiegelman

i. ‘The Complete Maus shows that love can survive the horrors of war.’

Do you agree?

OR

ii. How does The Complete Maus convey the inescapable feeling of guilt the characters experience after

the Holocaust?

17. The Thing Around Your Neck by Chimamanda Ngozi Adichie

i. ‘In The Thing Around Your Neck, Nigerian characters’ destinies are profoundly shaped by social class and

religion.’

Discuss.

OR

ii. ‘America offers characters hope, yet it is never fully realised.’

To what extent is this true in The Thing Around Your Neck?

18. The White Tiger by Aravind Adiga

i. How does Adiga challenge the reader’s moral judgements?

OR

ii. ‘While a humorous novel, The White Tiger contains a lot of anger.’

Discuss.

19. This Boy’s Life by Tobias Wolff

i. “We hated each other so much that other feelings didn’t get enough light. It disfigured me.”

‘This Boy’s Life shows that people cannot escape their past.’

Discuss.

OR

ii. “Because I did not know who I was, any image of myself, no matter how grotesque, had power over me.”

‘Pretence is the root cause of all the characters’ problems in This Boy’s Life.’

Do you agree?

20. Wuthering Heights by Emily Brontë

i. ‘Wuthering Heights reveals a society deeply entrenched in holding on to its class system.’

Discuss.

OR

ii. ‘Whilst Wuthering Heights is a tale of revenge, it is also one of redemption.’

Do you agree?END OF SECTION A


SECTION B — continued TURN OVER

Instructions for Section BSection B requires students to complete an extended written response.Indicate the Context and the title of the main text drawn upon.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.If you write on a multimodal text in Section A, you must not write on a multimodal text in Section B.Your response will be assessed according to the criteria set out on page 12 of this book.Section B is worth one-third of the total assessment for the examination.

SECTION B — Writing in Context

Context 1 — The imaginative landscape

A Passage to India ................................................................................................................ Directed by David LeanInto the Wild ........................................................................................................................................... Jon KrakauerNight Street ........................................................................................................................................ Kristel Thornell

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

Prompt

‘Our understanding of a landscape is shaped by experiences and expectations.’

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 ‘our understanding of a landscape is shaped by experiences and expectations’.

Context 2 — Whose reality?

Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity ................................ Katherine BooDeath of a Salesman ............................................................................................................................. Arthur MillerFoe ........................................................................................................................................................... JM CoetzeeWag the Dog ................................................................................................................... Directed by Barry Levinson

Prompt

‘One individual’s truth may not be the reality of others.’

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 ‘one individual’s truth may not be the reality of others’.

OR

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

‘For some, identity is chosen, for others it is imposed.’

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 ‘for some, identity is chosen, for others it is imposed’.

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

‘Conflict often leads to a deeper understanding of ourselves and our world.’

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 ‘conflict often leads to a deeper understanding of ourselves and our world’.

OR

END OF SECTION B


SECTION C — Analysis of language use

Instructions for Section CSection C requires students to analyse the use of written and visual language.Read the material on pages 10 and 11 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 set out on page 12 of this book.Section C is worth one-third of the total assessment for the examination.

TASK

How is written and visual language used in the principal’s email and the student’s presentation to attempt to persuade readers to share the points of view presented in them?

Background information

Year 12 students at Wadford High School were involved in serious conflict following a student’s 18th birthday party in March when a student started a conversation on her Facebook page called ‘Be Happy if You Weren’t There’. Unfortunately, the student didn’t realise that someone whose behaviour and attire she had mocked was still a ‘Friend’ with her on Facebook. After many negative comments had been posted and ‘liked’, this student joined the conversation. What followed was a series of aggressive online exchanges on different social media, involving most of the students in the year level.

After the event, Principal Shannon Lee sent an email to all parents of Year 12 students in response to criticism about how the issue was dealt with. Traditionally, at the final Year 12 dinner held in October each year, the School Captain gives a speech to his fellow students and their parents and teachers about the cohort’s time at school. This year Lachlan Bradbury makes this speech and refers to the incident.

SECTION C — continued TURN OVER


SECTION C — continued

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Year 12 Conflict (HTML)Year 12 Conflict (HTML)

To:

Subject: Year 12 Conflict

Year 12 Parents

Tuesday, 15 March 2016 9.52pm

Shannon LeePrincipal, Wadford High SchoolTel: 03 7960 6439 . Fax: 03 7960 6419 . Mobile: +6012 250 4540www.wadfordhighschool.vic.edu.auinfo@[email protected]

WADFORD

Dear Parents,

I write to you in the wake of a very serious and unsettling series of events involving many of our Year 12 students. I am sure that all of you are aware of the situation in general, and while it is not fitting that I relate all of the detail of these events to you, this is a pertinent point in time to reiterate some of the school’s key policies and values.

We developed our Policy of Responsible Use of Technology to ensure that each and every one of our students is safe. You will be aware that this is supported by the annual presentations of cyber-bullying expert, Senior Constable Sandra Templeton. This year she again alerted parents and students to the pitfalls of communicating online. While much of this is about ensuring that your son or daughter is safe from the unscrupulous behaviour of individuals from outside our community, an emphasis is also placed on how students must communicate responsibly.

Communicating online gives the illusion of distance and emboldens people to be more reckless and severe in their use of language, and this can be seriously hurtful and damaging to the emotional well-being of others. We stress to our students that online communication involves talking to, and about, real people. One must always be aware that something very personal can, by the simple click of a mouse, become very public.

Unfortunately, it seems that some of our Year 12s have forgotten the valuable lessons they should have learnt by now. The consequence of this was a sinister and divisive conflict which ultimately spilled over into the schoolyard in the form of physical violence.

Your sons and daughters have the right to enjoy a safe and respectful school environment. When this is threatened, we will always respond in the strongest possible way. Some have been upset by the sanctions applied to their child, suggesting suspensions are counter to the purpose of education. Yet we are firm in the belief that education is about more than covering the content of the curriculum. We have grave concerns about the year that lies ahead for our students. The rift that exists in the cohort will only be healed if broader lessons are learnt.

In closing, I wish to inform you that all Year 12 students will be required to meet in an open forum to explore ways to resolve the issues that persist. I implore everyone to work together in the coming months, and for each of us to do what we can to ensure that our Year 12s have a safe and successful final year to their schooling.

Regards, Shannon Lee


END OF SECTION C TURN OVER

[Opening slide] Hi. I’m Lachie Bradbury. It’s nice to see you all here tonight. After I was asked to do this speech, I hunted around for some profound quotes because all good speeches generally start with that kind of thing. So I looked for inspiration: from Shakespeare, Gandhi, the Dalai Lama. But then I came across this little gem.

“When you are lonely, it makes you sad. If you see someone alone, you should ask them to play with you. Then we can all be happy.” Michelle Spencer, Grade One, Wadford Primary Magazine

[Change slide] And here she is. How cute is she? Even without the teeth. Nice work, Shelly!

How far have we travelled since then? Life was pretty straightforward in primary school. We grew up and became confident in our small world. But then … the next step to high school. It was exciting. It was terrifying. We were back in the deep end – we were the small kids again.

Happily, it was the little things that calmed the lurking terror in the back of our minds and gave us the courage to wake up every day and face those scary early years in high school. Things like the downball courts and monkey bars. It didn’t take us long to find a place to play with friends – and be happy.

But, inevitably, as we moved towards middle school, this blissful state of innocence had to end. It was an exciting time, but it wasn’t all smooth sailing. Some of us discovered we became a bit cooler if we let our socks slip down and our shirts hang out – but it also cost you a bit of grief from Mr Taylor. We went to more and more parties. We had fun, even though we spent hours before the parties trying to convince ourselves that we hadn’t lost the battle against a rampaging army of pimples that decided to invade our face that very day.

Such troubles were overcome because there was always something to bring us together. Yet, differences also started to emerge. Slowly, but surely, we became “the rebels”, “the jocks” and “the nerds”. We all had our own places to go and different conversations to have. Sometimes our conversations were about our differences. And sometimes, unfortunately, they were about creating differences.

This year, in our final year of schooling, when maybe we thought we’d learnt it all, we learnt some valuable lessons. Unfortunately, we learnt them the hard way. We learnt that we are more alike than we are different. We learnt that it takes effort to be accepting and inclusive, but it is worth it. We learnt how important forgiveness is.

The truth is, because of what happened between us in March, the year could have been a disaster. But the thing I will always remember about my classmates at Wadford High, is not all the bad feeling that once existed between us. It’s the fact that we managed to deal with our issues: together.

And this became the theme for our year. We crammed for SACs together. We packed the stands at the interschool Aths day. We screamed our heads off when Macca kicked the winning goal in the interschool footy final. We filled the hall for the school musical.

[Change slide] And who will forget this year’s school Formal?

This is what our year became.

I have learnt a lot this year. Not enough to stop me feeling anxious about the exams we’re about to do, but enough to know how to avoid being lonely. I’m not sure this will get me into uni, but I know it will help me to get through life.

It’s been a pleasure spending the year with you guys. Thanks.


Examination assessment criteriaThe 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

CONTRIBUTORS

Nunu Bisogni, Anna Bury, Marcellene D’Menzie, Jill Fitzsimons, Ross Huggard, Jason Jewell, Dora Kourambas, Stella Louca, Jan May, David Moore, Marissa Pinkas, Anthony Quirk, Ida Sakkal, Cameron Sayers, Germana Tendelli, Alice White, Marion White, Penelope Wood.

Co-ordinated by the Exams Working Party of VATE Nunu Bisogni, Ross Huggard, Dora Kourambas, Jan May, David Moore, Anthony Quirk, Ida Sakkal, Cameron Sayers, Josephine Smith, Germana Tendelli, Alice White, Marion White.

Layout: Josephine Smith

© VATE 2016

Sources: page 11 (group photo) <http://www.dennishahn.com/images/DSC04341.JPG>. Used with permission.

This publication has been prepared by the Victorian Association for the Teaching of English. Every effort has been made to ensure that the information in this exam was correct at time of publishing, and to trace and acknowledge copyright and ownership of all material. VATE will be pleased to hear from copyright holders to rectify any errors or omissions.

END OF TASK BOOK

2016 english

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