
	Trending ▼ ICSE CBSE 10th ISC CBSE 12th CTET GATE UGC NET Vestibulares ResFinder

NSW HSC 2001 : ENGLISH (ESL) PAPER 1

12 pages, 17 questions, 0 questions with responses, 0 total responses,

	nsw_hsc	+Fave Message
	Profile Timeline Uploads Q & A

Home > nsw_hsc >

Instantly get Model Answers to questions on this ResPaper. Try now!
NEW ResPaper Exclusive!

Formatting page ...

2001 H I G H E R S C H O O L C E R T I F I C AT E E X A M I N AT I O N English (ESL) Paper 1 Language Study within an Area of Study Total marks 45 Section I General Instructions Reading time 10 minutes 1 Working time 1 hours 2 Write using black or blue pen Pages 2 7 25 marks Attempt Questions 1 2 Allow about 50 minutes for this section Section II Pages 8 9 20 marks Attempt Question 3 Allow about 40 minutes for this section 358 Section I 25 marks Attempt Questions 1 2 Allow about 50 minutes for this section Answer each question in a SEPARATE writing booklet. Extra writing booklets are available. In this section you will be assessed on how well you: demonstrate understanding of the ways language shapes and expresses perceptions Question 1 (10 marks) Read Text One and then answer Question 1 on page 5. Text One A long way from Kew BY THEA CHESTERFIELD, SARA DEHM, SACHA MCDOUGAL AND RACHEL TOSOLINI Four senior students and two teachers from Kew High School in Melbourne spent four weeks in the Kimberley area of north-west Australia. The following diary extracts telling of their experiences were first published in a Melbourne newspaper in October 2000. Day 1 As we stepped from the plane, several things hit us: the heat, the quiet absence of airport hustle and bustle and the outback country. The four of us had been looking forward to this trip; but we really had no idea what to expect. I visited Cable Beach in the afternoon and as I watched the sunset I contemplated what brought me to the Kimberley. Broome Sydney Melbourne Day 4 I ve come to notice the alarmingly low rate of students completing Year 12 in Broome. Unless these students are learning in vocationally based courses, their career options are quite limited. Day 5 Teenagers here have more freedom than we do at home. They tell their parents they ll be home late and it s not an issue. Many of them don t have the career opportunities available to us in Melbourne. Day 2 After our first day at St Mary s College, I ve begun to notice differences between schooling here and in Melbourne. The student teacher relationships are less formal, the uniforms are more casual than the strict formality of ours and no one seems stressed. We ve spent some time at beautiful Cable Beach. It s sad to think that Aborigines can t even walk along this beach, their own backyard, without some tourist snapping their picture as if they were some sort of novelty attraction. Question 1 continues on page 3 2 Question 1 (continued) Day 6 Today we met the primary school children at St Mary s. They were so affectionate; jumping on us, hugging us, holding our hands and not wanting to let go. How little I knew about Aboriginal culture before I came here! It s upsetting to think the truth about Australian history remains untold in many parts of the country. There is really nothing for teenagers to do in Broome except wander the streets. The police often stop and question them. It was fun to wander for one night but would I really want to do this every single weekend? Day 12 We met Leonard, an Aboriginal elder who uses traditional methods to carve boab nuts. I was saddened to learn he competes with foreign companies that produce hundreds of machine-made replicas for sale in local tourist shops. He gets only $15 for two nuts, while the tourist shops sell them for almost $50 each. Day 7 My host family took me to the local football game. It s a communal gathering here, an event that brings the town together. My host family took me to their family block in the Aboriginal reserve. It was the most beautiful place I d ever visited despite the primitive iron-shed dwellings. I ate raw oysters, shell meat, flies, bush bananas, mudcrabs and fish and went crabbing through the mangroves. I saw poverty and alcohol but many positive things too. The kids constantly had their family around them. Day 14 Today we toured Tunnel Creek and Windjana Gorge and learnt the story of Jandamarra, a freedom fighter and symbol of hope for his people. Outside Tunnel Creek, a plaque labels him an outlaw. History is told predominantly from one perspective in this country. A massacre occurred between these cliffs a century ago and there is no plaque to acknowledge the incident! Day 8 I realised how much life revolves around the family. On the way to the beach we made three stops to pick up and drop off cousins, aunties and uncles. Day 17 We ve encountered many health problems among the children. The most obvious are the skin, ear and nose infections, most of which are related to low immune systems caused by poor diets. Although you hear and see images of poverty in the media, it is nothing like seeing it face-on. Day 10 This morning we fished with spears and nets in the turquoise waters of Mulgin. It s hard to believe only a fortnight ago we were at school discussing our subject selections. We each agreed to take our watches off for the week. Day 18 In Warmun, there is no emphasis on a formal education, only the importance of holding on to indigenous culture. Their sphere of learning is different to ours. If you put any of these adults into a conference room with 60 delegates, they d be lost. Put us in the bush alone for six weeks, we might die. Day 11 This morning we met Bardi* elder Irene, who spoke of traditional initiation ceremonies and how, surprisingly, these still take place today. * The Bardi Aboriginal people live in the Kimberley area. Question 1 continues on page 4 3 Question 1 (continued) Day 19 This afternoon we were taken to Mistake Creek, site of a massacre 70 years ago in which Aborigines were slaughtered after being wrongly accused of taking a cow. The community, not the government, has paid for and erected a memorial stone. ease. We listened to him talk about land rights and reconciliation and asked him what we could do to help. He said we should go back to Melbourne and just tell the story, let people know what we have seen and heard, create a better understanding of indigenous matters. I think Aboriginal people are lucky to have him as an advocate. Sometimes I think these Aborigines aren t just a stolen generation but a forgotten one. Our storyteller said she didn t hate white people: hate only makes you sick inside . Day 25 It s clear the future of reconciliation lies in the hands of today s youth, and unless young people are educated about our shared history, reconciliation will not be embraced on a wide scale. Nowhere else in the world is there such an opportunity to move forward. Today we were asked our thoughts while interviewed on Radio Goolari. Day 23 Today was a day of rest and reflection, a time to think back over what I ve seen and what I ve been told: stories of suicide, homelessness, depression, hunger and poverty. These really disturbed me. This isn t Somalia or Rwanda, it s our own back yard! I m a long way from Kew, my family and my friends. Day 27 I am sorry to be going so soon. Opportunities for education outside the classroom, such as this, provide a kind of learning you can obtain only through personal experience. The more I see, the more I realise there are many different dimensions and perspectives to an issue. We ve come to realise that Aboriginal people are often painted with the same brush. Media portrayal and, in turn, popular opinion, often fails to realise diversity in Aboriginal people, values and lifestyles. The suburban, coastal and desert Aboriginal communities contrast immensely, as do their perspectives, values and concerns. Day 28 I don t want to leave. In four weeks we have only begun to scrape the surface of all this area has to offer. Through the places we ve visited and the things we ve done, the people we ve met and the stories we ve heard, we ve learnt a lot about people and a part of Australia we once knew little about. I know it s not the last time I ll visit the Kimberleys. Day 24 Today we had lunch with Pat Dodson and his friendly nature put us all at Question 1 continues on page 5 4 Marks Question 1 (continued) (a) On Day 2 one of the girls writes: I ve begun to notice differences between schooling here and in Melbourne. 1 What is ONE of these differences? (b) At the end of the diary entry for Day 6, one of the girls writes: . . . but would I really want to do this every single weekend? 1 What does this refer to? (c) Why does the writer use a direct quotation in her entry for Day 19? 2 (d) What new perspectives have the girls developed by the end of the trip? 3 (e) Compare the diary entries for Day 7 and Day 23. 3 Analyse the language features and their effects in presenting the change in perspective. End of Question 1 5 Marks Question 2 (15 marks) Texts Two, Three and Four show different perspectives on travel. Examine these texts, then answer the questions. (a) In Text Two, what is ONE perspective on travel shown in this advertisement? How do the language and layout shape this perspective? 3 (b) Explain how different perspectives on travel are communicated through Texts Two, Three and Four. 6 Write approximately 80 words. (c) Write a short article for your student magazine recommending the travel experience shown in EITHER Text Three OR Text Four. Write approximately 100 words. Text Two honeymoon or romantic Escape 50 $4 S HT NIG SIX ON ERS R P HARE PE N S I TW sunset beach resort Included in our romance package: 6 nights at Sunset Beach A delicious hot and cold buffet breakfast daily A chilled bottle of Australian wine and chocolates on arrival One candlelit dinner for two Sunset sailing cruise Live entertainment Complimentary watersports Question 2 continues on page 7 6 6 Text Three Copyright not approved. This source was a photo of a rider and camel train, taken from the cover of the 1998 Picador edition of Tracks by Robyn Davidson. The trip was easy. It was no more dangerous than crossing the street, or driving to the beach, or eating peanuts. The two important things that I did learn were that you are as powerful and strong as you allow yourself to be, and that the most difficult part of any endeavour is taking the first step, making the first decision. Text Four End of Question 2 7 Section II 20 marks Attempt Question 3 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. Extra writing booklets are available. In your answer you will be assessed on how well you: demonstrate understanding of the ways perspective shapes meaning organise, develop and express ideas using language appropriate to audience, purpose and context Question 3 (20 marks) How have the texts you studied this year shown that different perspectives are influenced by individuality, personal history and culture? In your answer you should refer to your TWO prescribed texts, ONE text from the prescribed stimulus booklet Changing, and other related texts of your own choosing. The prescribed texts are: Prose Fiction Chinua Achebe, Things Fall Apart or Brian Caswell & David Phu An Chiem, Only the Heart or James Moloney, Gracey Drama Brian Clark, Whose Life is it Anyway? or Willy Russell, Educating Rita Question 3 continues on page 9 8 Question 3 (continued) Poetry Miroslav Holub, in Ken Watson (ed.), Imagined Corners * Brief Reflection on Accuracy * Brief Thoughts on Exactness * Brief Reflection on Laughter * Brief Thoughts on Laughter * Brief Thoughts on a Test-Tube * Brief Reflection on Test-Tubes * Minotaur s Thoughts on Poetry * The Minotaur s Thoughts on Poetry or Peter Skrzynecki, Immigrant Chronicle * Feliks Skrzynecki * 10 Mary Street * Crossing the Red Sea * Migrant hostel * Chronic ward * Kornelia Woloszczuk * Post card Media William Fitzwater, Through Australian Eyes Students choose any three of the series. Nonfiction Carmel Bird (ed.), The Stolen Children Their Stories End of paper 9 BLANK PAGE 10 BLANK PAGE 11 BLANK PAGE 12 Board of Studies NSW 2001

Formatting page ...

Additional Info : New South Wales Higher School Certificate English (English as a Second Language) Paper 1 - 2001.
Tags : new south wales higher school certificate english (English as a Second Language) Paper 1 - 2001, nsw english syllabus, nsw english modules, nsw english curriculum, nsw english ESL programs, nsw hsc english previous exam papers, nsw hsc english ESL sample papers,HSC English Area of Study., australia new south wales, nsw hsc online, nsw hsc past papers, nsw hsc papers, nsw hsc syllabus, nsw board of studies, higher school certificate new south wales, nsw australia, hsc syllabus, nsw hsc exams, nsw hsc question papers, nsw hsc solved question papers, nsw hsc previous exam papers, nsw university.

nsw_hsc chat

Horizontal lines at:
Guest Horizontal lines at:
AutoRM Data:
Box geometries: