For all Queensland schools

2017 Senior External Examination

English Tuesday 24 October 2017Paper Two Part A — Question book 1:15 pm to 4:25 pm

Time allowed• Perusal time: 10 minutes• Working time: 3 hours (Part A and Part B)

Examination materials provided• Paper Two Part A — Question book• Paper Two Part A — Response book

Equipment allowed• QCAA-approved equipment

DirectionsYou may write in this book during perusal time.Paper Two has two parts:

Attempt all questions.All three responses are of equal worth.

Suggested time allocation• Paper Two Part A: 1 hour• Paper Two Part B: 2 hours

AssessmentPaper Two assesses the following assessment criteria:

• Knowledge and control of texts in their contexts• Knowledge and control of textual features• Knowledge and application of the constructedness of texts

Assessment standards are at the end of this book.

After the examination sessionTake this book when you leave.

• Part A (yellow book): Question 1 — Imaginative and reflective writing

• Part B (blue book): Question 2 — Media: Analytical exposition

Question 3 — Poetry: Analytical exposition

Planning space

Part A

Question 1 — Imaginative and reflective writing

Theme — DecisionsWrite about 500 words of prose on one topic chosen from 1A or 1B on page 2. Use the stimulus as a springboard for an imaginative or reflective piece of writing.

You should demonstrate your understanding of the theme decisions by:

• developing a substantial and obvious link to the stimulus• constructing a piece of imaginative or reflective writing that provides insights into the

stimulus• promoting particular values, cultural assumptions, attitudes and beliefs related to the

stimulus.

1

Either

Topic 1A — Decisions

Genre: Narrative/short story

Roles and relationships: Narrative/short story writer for a public audience

Your task: Construct a narrative/short story in response to one or more of the stimulus pieces below.

You should:

• create a credible context, orientation, complication, rising action, climax and resolution• employ a range of writing techniques appropriate to your narrative style and purpose.

or

Topic 1B — Decisions

Genre: Autobiographical extract

Roles and relationships: As a fictional character of your own creation

Your task: Construct an extract of this character’s autobiography which reflects on the quotation below.

You should:

• focus on a specific event from your character’s life• explore the impact this has had on your character and others.

End of Question 1

End of Part A

‘Everybody is a mix of the good and bad decisions that they make.’Joel Edgerton

2

Ass

essm

ent s

tand

ards

der

ived

from

the

Engl

ish

Seni

or E

xter

nal S

ylla

bus

2004

Que

stio

n 1

— Im

agin

ativ

e an

d re

flect

ive

writ

ing

Crite

rion

AB

CD

EKn

owled

ge an

d co

ntro

l of t

exts

in

their

cont

exts

The c

andi

date

has

dem

onst

rate

d kn

owled

ge th

at m

eani

ngs i

n te

xts a

re sh

aped

by p

urpo

se, c

ultu

ral c

onte

xt an

d so

cial s

ituat

ion

by:

•exp

loitin

g the

patte

rns a

nd

conv

entio

ns of

the s

pecif

ied

genr

e to a

chiev

e cult

ural

purp

oses

•emp

loying

the p

atter

ns an

d co

nven

tions

of th

e spe

cified

ge

nre t

o ach

ieve c

ultur

al pu

rpos

es

•in t

he m

ain, e

mploy

ing th

e pa

ttern

s and

conv

entio

ns of

the

spec

ified g

enre

to ac

hieve

pa

rticula

r cult

ural

purp

oses

•une

venly

using

the p

atter

ns

and c

onve

ntion

s of th

e sp

ecifie

d gen

re to

achie

ve

cultu

ral p

urpo

ses

•occ

asion

ally u

sing s

ome

conv

entio

ns of

the s

pecif

ied

genr

e to a

chiev

e som

e pu

rpos

es

•sele

cting

and s

ynthe

sising

su

bstan

tial, r

eleva

nt su

bject

matte

r

•sele

cting

and u

suall

y sy

nthes

ising

cons

idera

ble

relev

ant s

ubjec

t matt

er

•sele

cting

suffic

ient r

eleva

nt su

bject

matte

r•s

electi

ng so

me re

levan

t su

bject

matte

r•s

electi

ng so

me su

bject

matte

r tha

t rela

tes to

the t

ask

•exp

loitin

g the

way

s in w

hich

the w

riter’s

/spea

ker’s

role

and

relat

ionsh

ips w

ith re

ader

s are

aff

ected

by po

wer,

distan

ce

and a

ffect.

•esta

blish

ing th

e write

r’s/

spea

ker’s

role

and c

ontro

lling

the w

ays r

elatio

nship

s with

re

ader

s are

influ

ence

d by

powe

r, dis

tance

and a

ffect.

•esta

blish

ing th

e write

r’s/

spea

ker’s

role

and

maint

aining

the w

ays

relat

ionsh

ips w

ith re

ader

s are

inf

luenc

ed by

powe

r, dist

ance

an

d affe

ct.

•gen

erall

y esta

blish

ing th

e wr

iter’s

/spea

ker’s

role

and

some

times

main

tainin

g the

wa

ys re

lation

ships

with

re

ader

s are

influ

ence

d by

powe

r or d

istan

ce or

affec

t.

•ide

ntifyi

ng th

e write

r’s/

spea

ker’s

role

and m

aking

so

me us

e of r

elatio

nship

s wi

th re

ader

s.

3

(con

tinue

d)

Crite

rion

AB

CD

EKn

owled

ge an

d co

ntro

l of t

extu

al fe

atur

es

The c

andi

date

has

dem

onst

rate

d kn

owled

ge o

f app

ropr

iaten

ess o

f tex

tual

feat

ures

for p

urpo

se, g

enre

and

regi

ster

by:

•exp

loitin

g the

sequ

encin

g and

or

ganis

ation

of su

bject

matte

r in

stage

s

•seq

uenc

ing an

d org

anisi

ng

subje

ct ma

tter lo

gicall

y in

stage

s

•in t

he m

ain, s

eque

ncing

and

orga

nising

subje

ct ma

tter in

sta

ges

•occ

asion

ally s

eque

ncing

and

orga

nising

subje

ct ma

tter in

sta

ges

•mak

ing di

scer

ning u

se of

co

hesiv

e ties

to em

phas

ise

ideas

and c

onne

ct pa

rts of

tex

ts

•con

trollin

g the

use o

f co

hesiv

e ties

to co

nnec

t ide

as an

d par

ts of

texts

•usu

ally l

inking

idea

s with

co

hesiv

e ties

•m

aking

laps

es in

linkin

g ide

as

with

cohe

sive t

ies•l

inking

some

idea

s with

co

njunc

tions

•exp

loitin

g an e

xtens

ive ra

nge

of ap

t voc

abula

ry, in

cludin

g fig

urati

ve us

es

•sele

cting

, with

occa

siona

l lap

ses,

a wide

rang

e of

suita

ble vo

cabu

lary,

includ

ing

figur

ative

uses

•usin

g suit

able

voca

bular

y•u

sing b

asic

voca

bular

y•u

sing a

narro

w ra

nge o

f bas

ic vo

cabu

lary

•com

bining

a wi

de ra

nge o

f cla

use a

nd se

ntenc

e str

uctur

es fo

r spe

cific

effec

ts,

while

susta

ining

gram

matic

al ac

cura

cy

•con

trollin

g a w

ide ra

nge o

f cla

use a

nd se

ntenc

e str

uctur

es, w

hile g

ener

ally

maint

aining

gram

matic

al ac

cura

cy

•usin

g a ra

nge o

f clau

se an

d se

ntenc

e stru

cture

s with

oc

casio

nal la

pses

in

gram

matic

al ac

cura

cy

•usin

g clau

se an

d sen

tence

str

uctur

es ac

cura

tely i

n pla

ces,

but w

ith fr

eque

nt gr

amma

tical

lapse

s in

subje

ct–ve

rb ag

reem

ent,

conti

nuity

of te

nses

and

pron

oun r

efere

nces

•usin

g a na

rrow

rang

e of

claus

e and

sente

nce

struc

tures

with

freq

uent

gram

matic

al lap

ses t

hat

impe

de un

derst

andin

g

•sus

tainin

g con

trol o

f pa

ragr

aphin

g and

a wi

de

rang

e of p

unctu

ation

•sus

tainin

g con

trol o

f pa

ragr

aphin

g and

a wi

de

rang

e of p

unctu

ation

•con

trollin

g par

agra

phing

and

punc

tuatio

n, su

ch as

co

mmas

, apo

strop

hes,

capit

als an

d full

stop

s

•usin

g par

agra

phing

and

punc

tuatio

n acc

urate

ly in

place

s, bu

t with

freq

uent

lapse

s

•usin

g som

e pun

ctuati

on,

thoug

h not

para

grap

hing

•con

trollin

g con

venti

onal

spell

ing.

•con

trollin

g con

venti

onal

spell

ing, w

ith oc

casio

nal

lapse

s.

•usin

g con

venti

onal

spell

ing, in

the

main

.•u

sing c

onve

ntion

al sp

elling

, wi

th fre

quen

t laps

es.

•usin

g som

e con

venti

onal

spell

ing, b

ut lap

ses i

mped

e un

derst

andin

g.

4

(con

tinue

d)

Crite

rion

AB

CD

EKn

owled

ge an

d ap

plica

tion

of th

e co

nstru

cted

ness

of

text

s

The c

andi

date

has

dem

onst

rate

d kn

owled

ge o

f the

way

s in

which

text

s are

selec

tively

cons

truct

ed an

d re

ad b

y:•e

xploi

ting t

he w

ays c

ultur

al as

sump

tions

, valu

es, b

eliefs

an

d attit

udes

unde

rpin

texts

•mak

ing ef

fectiv

e use

of th

e wa

ys cu

ltura

l ass

umpti

ons,

value

s, be

liefs

and a

ttitud

es

unde

rpin

texts

•mak

ing us

e of th

e way

s cu

ltura

l ass

umpti

ons,

value

s, be

liefs

and a

ttitud

es un

derp

in tex

ts

•som

etime

s mak

ing us

e of

some

of th

e way

s cult

ural

assu

mptio

ns, v

alues

, beli

efs

and a

ttitud

es un

derp

in tex

ts

•mak

ing su

btle a

nd co

mplex

dis

tincti

ons w

hen s

hapin

g re

pres

entat

ions o

f con

cepts

an

d of th

e rela

tions

hips a

nd

identi

ties o

f indiv

iduals

, gr

oups

, time

s and

plac

es

•mak

ing fin

e dist

inctio

ns w

hen

shap

ing re

pres

entat

ions o

f co

ncep

ts an

d of th

e re

lation

ships

and i

denti

ties o

f ind

ividu

als, g

roup

s, tim

es an

d pla

ces

•mak

ing br

oad d

istinc

tions

wh

en sh

aping

re

pres

entat

ions o

f con

cepts

an

d of th

e rela

tions

hips a

nd

identi

ties o

f indiv

iduals

, gr

oups

, time

s and

plac

es

•mak

ing ge

nera

l dist

inctio

ns

when

unev

enly

shap

ing

repr

esen

tation

s of c

once

pts

and o

f the r

elatio

nship

s and

ide

ntitie

s of in

dividu

als,

grou

ps, ti

mes a

nd pl

aces

•mak

ing ve

ry ge

nera

l dis

tincti

ons w

hen

occa

siona

lly sh

aping

some

re

pres

entat

ions o

f con

cepts

an

d of th

e rela

tions

hips a

nd

identi

ties o

f indiv

iduals

, gr

oups

, time

s and

plac

es.

•mak

ing pu

rpos

eful a

nd

disce

rning

choic

es th

at ve

ry eff

ectiv

ely in

vite r

eade

rs to

take u

p pos

itions

.

•mak

ing pu

rpos

eful c

hoice

s tha

t effe

ctive

ly inv

ite re

ader

s to

take u

p pos

itions

.

•mak

ing pu

rpos

eful c

hoice

s tha

t, in t

he m

ain, in

vite

read

ers t

o tak

e up p

ositio

ns.

•mak

ing ch

oices

that

some

times

invit

e rea

ders

to tak

e up p

ositio

ns.

5

Acknowledgments

Adapted image of a path, by Jens Lelie, www.unsplash.com, accessed May 2017.

Adapted image of a ring, by Jeremy Bishop, www.unsplash.com, accessed May 2017.

Adapted image of chess, by Jarmoluk, www.pixabay.com, accessed May 2017.

Adapted image of rugby, by United States Government, www.flickr.com, accessed May 2017.

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