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. Write your responses in the answer booklet.

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

3. 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: COMPREHENDING (Suggested working time: 60 minutes – 30 minutes per question) There are THREE questions in this section – you only have to answer TWO. OPTION ONE - EXTENDED ANSWER (25 marks) Q1: Consider how film codes are used in both the images below to construct a particular representation of the Nazi soldiers during WWII. Explain how Amon Goeth is represented in these two shots by referring to the techniques and how they shape the viewer’s response.

(Image 1) above (Image 2) below

SECTION ONE: OPTION TWO – EXTENDED ANSWER (25 marks) Q2. Explain how visual codes work together with language codes to convey a strong message in the following ‘Real Strength’ advertisement for Dove’s men care range.

X

Planning space: Annotate the advert and use the space below to plan your response. Ensure you consider at least three elements of the image in your response.

SECTION ONE: OPTION THREE – EXTENDED ANSWER (25 marks)

Q3. Explain how language is used to persuade the reader to accept the author’s viewpoint in the following opinion article published in The Age (October 2018).

BEFORE READING – background to the article

Australia’s immigration policy dictates that all asylum seekers that arrive must be

detained, while processing occurs.

In 2001, Australia decided on ‘off-shore’ processing, which is when people seeking

asylum who arrive by boat are sent to either Nauru or on Manus Island in Papua New

Guinea, where their refugee claims are determined.

Australia is the only country in the world that uses other countries to process refugee

claims.

Among other concerns with this model, is the key criticism that conditions of detention

are inhumane, with grossly inadequate health care and inhumane treatment.

A government without heart!

''Why do politicians keep referring to them as boat people?'' my 10-year-old

brother asked me while watching the news. Unknowingly, he had brought up

the most important issue. Why don't our politicians regard ''boat people'' as

humans? More importantly, why has the public followed in their footsteps?

We have become a selfish people. We refuse to help the thousands who are

coming here; who need a place where they won't be shot at.

Those that we do “help”? They are suffering unimaginable suffering! The

cruelty of the Australian government in keeping asylum seekers on Nauru and

on Manus Island, leading them into a downward spiral of despair, has been

condemned by people. Yet another display of denial of responsibility by Prime

Minister Malcolm Turnbull and Home Affairs Minister Peter Dutton. The

asylum seekers are Australia's dependants. We exile them to Manus and

Nauru. We isolate them, deprive them of hope, and their sentence is without

end.

Last week, a refugee reportedly took his life on Nauru. Where were we?

Another refugee with advanced cancer has been refused entry to Australia.

Instead, Border Force has offered to send him to Taiwan for medical care, a

country where he knows not a single person. So now we send them to Taiwan

for medical emergency treatment, fearful of their setting foot in Australia.

What a miserable, heartless government we have? Australia leads the world in

cruelty, incarcerating refugees, including children, for indefinite punishment.

"Turn back the boats" is a euphemism for "we will not take legal responsibility

for desperate suffering".

It is not necessary to keep them in these hell holes. Boats can be turned back;

Australia has a dedicated naval force to do this. The government is selfishly

destroying the lives of adults and children, and falsely claiming to "protect"

our borders in order to keep the public in a state of fear to reap political

advantage. Politicians are greedy selfish monsters eating the lives of desperate

people.

- Gael Barrett, Balwyn North

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. Write a persuasive letter to a newspaper outlining your thoughts on the use of animals for entertainment. Do you agree with this practice? Outline the potential risks and/or benefits for keeping animals in captivity for the entertainment of people. Address your letter to ‘The Editor’ 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.

**END OF EXAM**