VCE English Exam Revision Practice Exams Book B 2019 PDF Free Download
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VCE English Exam
Revision
Practice Exams Book B
2019
TSSM 2019 Page 1 of 14
2019 Trial Examination
Letter
STUDENT
NUMBER
THIS BOX IS FOR ILLUSTRATIVE PURPOSES ONLY
ENGLISH
Written examination
Reading time: 15 minutes
Writing time: 3 hours
TASK BOOK
Section
Number of
questions
Number of questions
to be answered
Marks
A – Analytical interpretation of a text
20
1
20
B – Comparative analysis of texts
8
1
20
C – Argument and persuasive language
1
1
20
Total 60
S
• Students are to write in blue or black pen.
• Students are permitted to bring into the examination room: pens, pencils, highlighters, erasers, 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 white out
liquid/tape.
• No calculator is allowed in this examination.
Materials supplied
• Task book of 13 pages, including Examination Assessment Criteria on page 14.
Instructions
• Write your student number and name on the front cover of this booklet.
• You must complete all three sections of the examination
• Complete each section in the answer book.
• If you select to write on a multimodal text in Section A, then you must not write on a text pair that includes a multimodal text in
Section B.
• All written responses must be in English.
• You may ask the supervisor for extra writing paper.
At the end of the examination
• Enclose your written answers inside the front cover of this examination paper.
• You may keep this task book.
Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices into the
examination room.
2019 ENGLISH EXAM
TSSM 2019 Page 2 of 14
SECTION A- Analytical Interpretation of a Text
Text List
Text list
1. After Darkness…………………………………………………………………………………….Christine Piper
2. All the Light We Cannot See………………………………………………………………….…Anthony Doerr
3. Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity...............Katherine Boo
4. Extinction……………………………………………………………………………..…Hannie Rayson
5. Frankenstein........................................................................................................................Mary Shelley
6. In Cold Blood…………………………………………………………………………...Truman Capote
7. Island: Collected Stories……………………………………………………………...Alistair MacLeod
8. Like a House on Fire……………………………………………………………………..Cate Kennedy
9. Measure for Measure……………………………………………………………..William Shakespeare
10. Nine Days……………………………………………………………………………………………...Toni Jordan
11. Old/New World: New & Selected Poems……………………………………………...Peter Skrzynecki
12. Persepolis: The Story of a Childhood………………………………………………….Marjane Satrapi
13. Rear Window..............................................................................................directed by Alfred Hitchcock
14. Selected Poems……………………………………………………………………………...John Donne
15. Station Eleven…………………………………………………………………...Emily St. John Mandel
16. Stories We Tell……………………………………………………………….directed by Sarah Polley
17. The Golden Age……………………………………………………………………………Joan London
18. The Left Hand of Darkness……………………………………………………………...Ursula Le Guin
19. The Lieutenant…………………………………………………………………………...Kate Grenville
20. The Women of Troy…………………………………………………………………………………….Euripides
SECTION A- continued
Instructions for Section A
Section A requires students to write an analytical interpretation of a selected text in response to one topic
(either i. or ii.) on one text.
Your response should be supported by close reference to the selected text.
If your selected text is a collection of poetry or short stories, you may write on several poems or stories,
or on at least two in close detail.
If you choose to write on a multimodal text in Section A, you must not write on a text pair that includes
a multimodal text in Section B.
In the answer book, indicate which text you have chosen to write on and whether you have chosen to
answer i. or ii.
Your response will be assessed according to the assessment criteria set out on page 14 of this book.
Section A is worth one-third of the total marks for the examination.
2019 ENGLISH EXAM
TSSM 2019 Page 3 of 14
1. After Darkness by Christine Piper
i. „After Darkness examines the process of redemption.‟
To what extent do the characters in the novel redeem themselves?
OR
ii. „Piper‟s novel reveals the tensions between cultural expectations and what is considered
morally right.‟
To what extent do you agree?
2. All the Light We Cannot See by Anthony Doerr
i. ‘All the Light We Cannot See is about the tension between greed and humanity.‟
Discuss.
OR
ii. “That is how things are…they move about with only themselves in mind.”
‘All the Light We Cannot See characters are often selfish.‟
Do you agree?
3. Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity by Katherine Boo
i. „In Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity, wealth is a
major driving force.‟
Discuss. OR
ii. „The characters in Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai
Undercity, struggle to remain positive amongst such adversity.’
Do you agree?
4. Extinction by Hannie Rayson
i. “I am an ecologist, not an environmentalist. I use my head, not my heart.”
What does Extinction say about decision-making?
OR
ii. How does stereotyping hinder the characters in Extinction from reaching their goals?
5. Frankenstein by Mary Shelley
i. „Frankenstein‟s monster was not created evil, it was a behaviour he learnt through his
observations and interactions with humans that made him evil.‟
Do you agree? OR
ii. „Frankenstein is both a science fiction novel and a novel warning of the dangers of
exploration.‟
Discuss.
SECTION A- continued
TURN OVER
2019 ENGLISH EXAM
TSSM 2019 Page 4 of 14
6. In Cold Blood by Truman Capote
i. „It is Mr. Clutter‟s sympathy towards others that leads to his downfall.‟
Do you agree?
OR
ii. Why does Perry struggle to accept and love himself?
7. Island: Collected Stories by Alistair MacLeod
i. „Tradition is valued more than individuality in many of MacLeod‟s stories.‟
Discuss. OR
ii. To what extent do MacLeod‟s stories show us that change is inevitable?
8. Like a House on Fire by Cate Kennedy
i. „Kennedy‟s stories celebrate the ordinary triumphs of ordinary people.‟
To what extent do you agree? OR
ii. „Loss can be destructive to individual identity.‟
Discuss in relation to Cate Kennedy‟s ‘Like a House on Fire’.
9. Measure for Measure by William Shakespeare
i. „The central concern of Shakespeare‟ Measure for Measure is how best to find balance between
justice and the law, and the demonstration of compassion.‟
Do you agree? OR
ii. “A great play doesn‟t answer questions, it asks them.”
What questions does Shakespeare ask in Measure for Measure?
10. Nine Days by Toni Jordan
i. „Although Connie‟s life is short, it is filled with triumph.‟
Discuss.
OR
ii. „The theme of family within the text ‘Nine Days’ is the most important one.‟
Do you agree?
11. Old/New World: New & Selected Poems by Peter Skrzynecki
i. Discuss Skrzynecki exploration of the migrant experience.
OR
ii. „Religion is of great importance to Skrzynecki.‟
Discuss. SECTION A- continued
2019 ENGLISH EXAM
TSSM 2019 Page 5 of 14
12. Persepolis: The Story of a Childhood by Marjane Satrapi
i. „Mehri, Marjane‟s maid, represents all that is wrong in Iran.‟
Do you agree?
OR
ii. „Without loyalty to your homeland you lose all sense of self.‟
Discuss.
13. Rear Window directed by Alfred Hitchcock
i. „Hitchcock‟s elaborate set for his film Rear Window was necessary in the creation of voyeurism.‟
Discuss.
OR
ii. “What people ought to do is get outside their house and look in for a change.”
„The characters in Rear Window are too concerned with their outward appearance.‟
Discuss.
14. Selected Poems by John Donne
i. “Death be not proud, though some have called Thee mighty and dreadful…”
Discuss John Donne‟s fascination with death.
OR
ii. „Donne‟s use of imagery is unpredictable in the kinds of images they employ.‟
Do you agree?
15. Station Eleven by Emily St. John Mandel
i. „The death of Arthur Leander is the catalyst for the Georgia Flu.‟
Do you agree?
OR
ii. “Maybe it‟s time we let go.”
Discuss the idea of loss in the novel Station Eleven.
16. Stories We Tell directed by Sarah Polley
i. „Stories We Tell suggests that there is never a single version of the truth when it comes to
personal lives.‟
Discuss.
OR
ii. „Stories We Tell is less about Diane‟s story and more about the telling of her story.‟
Discuss.
SECTION A- continued
TURN OVER
2019 ENGLISH EXAM
TSSM 2019 Page 6 of 14
17. The Golden Age by Joan London
i. “As soon as she came to the Golden Age she‟d begun to feel all right.”
„The isolation of the Golden Age institution is what provides its patients and their families with a
sense of freedom from the pressures of life.„
Do you agree?
OR
ii. „The Golden Age explores loss of innocence for both the characters and the society they live.‟
Discuss.
18. The Left Hand of Darkness by Ursula Le Guin
i. “If you play against you‟re your own side, you‟ll lose the whole game”
„Loyalty is a key aspect of Gethenian Society.‟
Discuss. OR
ii. „Patriotism is a threat to peaceful society.‟
Discuss how this is reflected in the text.
19. The Lieutenant by Kate Grenville
i. “The natives are on all occasions to be treated with amity and kindness.”
„Positive relationships with the indigenous population was detrimental to lives of the colonists.‟
Do you agree? OR
ii. „Rooke‟s guilt about leaving Tagaran is demonstrated through his lack of action for the rest of his
life.‟
Discuss.
20. The Women of Troy by Euripides
i. “This child was murdered by the Greeks because they were afraid of him!”
„Throughout the play, Euripides condemns the hubris of the Greek invaders, and shows sympathy
for the defeated Trojans.‟
Do you agree? OR
ii. „In Women of Troy, Euripides ignores the classical components of Greek tragedy.‟
Discuss.
END OF SECTION A
2019 ENGLISH EXAM
TSSM 2019 Page 7 of 14
SECTION B – Comparative Analysis of Texts
SECTION B- continued
TURN OVER
Instructions for Section B
Section B requires students to write a comparative analysis of a selected pair of texts in response to
one topic (either i. or ii.) on one pair of texts.
Your response should analyse how the two texts present ideas and/or issues, and should be supported by
close reference to both texts in the pair.
If you choose to write on a multimodal text in Section A, you must not write on a text pair that includes
a multimodal text in Section B.
In the answer book, indicate which text pair you have chosen to write on and whether you have chosen to
answer i. or ii.
Your response will be assessed according to the assessment criteria set out on page 14 of this book.Section
B is worth one-third of the total marks for the examination.
2019 ENGLISH EXAM
TSSM 2019 Page 8 of 14
Pair 1
Tracks by Robyn Davidson and Charlie’s Country by Rolf de Heer
i. „The stories of Davidson and Charlie demonstrate that the outcome of an adventure isn‟t always
what is set out to achieve.‟
Compare the ways in which Charlie and Davidson fight for their survival.
OR
ii. „Nature can be a transformative power.‟
Compare how Davidson and de Heer present this idea in Tracks and Charlie’s Country.‟
Pair 2
Invictus directed by Clint Eastwood and Ransom by David Malouf
i. Compare the nature of leadership in „Invictus‟ and „Ransom‟.
OR
ii. “You are still thinking in the old way” (Ransom).
How do the texts explore the nature of change in the societies they represent?
Pair 3
Stasiland by Anna Funder and Never Let Me Go by Kazuo Ishiguro
i. Explore how Stasiland and Never Let Me Go present societies in which the lower class are denied
power and rights.
OR
ii. “If they‟re so foolish, let them believe it.” (Never Let Me Go)
What do these texts suggest about the importance of truth?
Pair 4
Reckoning by Magda Szubanski and The Namesake by Jhumpa Lahiri
i. „Belonging is hindered by outside influences, rather than one‟s internal set of beliefs and values.‟
Do Lahiri and Szubanski agree with this statement?
OR
ii. “We were tugboats in the river of history, my father and I, pulling in opposite directions. He
needed to forget. I need to remember.” (Reckoning)
“Remember that you and I made this journey, that we went together to a place where there was
nowhere left to go.” (The Namesake)
Compare how the importance of memory is explored in both texts.
SECTION B- continued
2019 ENGLISH EXAM
TSSM 2019 Page 9 of 14
Pair 5
The Crucible by Arthur Miller and Year of Wonders: A Novel of the Plague by Geraldine Brooks
i. „The Crucible and Year of Wonders: A Novel of the Plague highlight the fragility of community.‟
Discuss.
OR
ii. „Courage is key when facing trying times.‟
Compare how this idea is demonstrated in The Crucible and Year of Wonders: A Novel of the
Plague.
Pair 6
Photograph 51 by Anna Ziegler and The Penelopiad: The Myth of Penelope and Odysseus by
Margaret Atwood
i. How are the women in Photograph 51 and The Penelopiad: The Myth of Penelope and Odysseus
limited by society‟s expectations and perceptions?
OR
ii. What kind of choices are available to the characters in Photograph 51 and The Penelopiad: The
Myth of Penelope and Odysseus ?
Pair 7
Black Diggers by Tom Wright and The Longest Memory by Fred D’Aguiar
i. „Respect and equality depends on your role in society.‟
Discuss in relation to The Longest Memory and Black Diggers‟.
OR
ii. “Back in France, back in the mud. Blokes like you shook my hand.” (Black Diggers)
“My son is all I have, sir. Spare him. Let me take his place” (The Longest Memory)
Considering the quotes above, discuss the idea that loyalty is not rewarded in both Black Diggers
and The Longest Memory.
Pair 8
I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban by Malala
Yousafzai with Christina Lamb and Made in Dagenham directed by Nigel Cole.
i. Compare how these texts suggest that traditional gender roles need to be challenged in order for
society to progress.
OR
ii. „Both Rita and Malala demonstrate the rewards of bravery.‟
Compare what the two texts say about the importance of taking a stand.
END OF SECTION B
TURN OVER
2019 ENGLISH EXAM
TSSM 2019 Page 10 of 14
THIS PAGE IS BLANK
2019 ENGLISH EXAM
TSSM 2019 Page 11 of 14
SECTION C – Argument and Persuasive Language
Instructions for Section C
Section C requires students to write an analysis of the ways in which argument and language are used
to persuade others to share a point(s) of view.
Read the background information on this page and the material on pages 11 to 13, and write an
analytical response to the task below.
For the purposes of this task, the term „language‟ refers to written, spoken and visual language.
Your response will be assessed according to the assessment criteria set out on page 14 of this book.
Section C will be worth one-third of the total marks for the examination.
TASK
Write an analysis of the ways in which argument and written and visual language are used in the material on pages
12 and 13 to try to persuade others to share the points of view presented.
BACKGROUND INFORMATION
Emily Bryce is a Columnist for The Daily News. Her recent studies on the psychology of
materialism are presented in her column which examines compelling views on this profoundly
relevant social issue which plagues our contemporary society. Bryce in her opinion piece presents
the pressures of materialism and why it is detrimental to our wellbeing.
There is one image accompanying the piece. One comment by Geoff Harry follows the article.
The pressures of materialism - why we have become an unhappy society
Emily Bryce - 30 January 2018
Shoppers strut their stuff on a busy shopping strip on Rich Man‟s Lane. Photograph: Daniel Potter
SECTION C – continued
TURN OVER
2019 ENGLISH EXAM
TSSM 2019 Page 12 of 14
„Materialistic things bring forth some pleasurable moments, but never a sample of happiness,‟
Edmond Mbiaka. A strong negative association has been observed between materialism,
empathy, engagement with others and happiness. It is a proven fact that as people become more
materialistic, their wellbeing (good relationships and sense of purpose) diminishes.
Society has made a critical mistake by allowing ourselves to believe that having more money and
more material belongings enhances our wellbeing; a belief possessed by many. It can be noted
that worldly ambitions and material aspirations are a formula for mass unhappiness. As
ambitions for worldly power and possessions increase, so too do materialistic aspirations
dominate our modern consumerist world.
In recent years, researchers have reported a growing list of disadvantages to buying and spending
excessively. It causes damage to relationships and self-esteem, a heightened risk of depression
and anxiety, less time for what the research indicates truly makes people happy, like family,
friendship and engaging work. Furthermore, compulsive buying disorder (CBD) is characterised
by an obsession with shopping that causes adverse consequences. A clinical study suggests that
80 - 95% of persons with CBD are women. These persons are preoccupied with shopping and
spending and devote significant time to these behaviours.
In addition, studies show that poor people are especially likely to be unhappy if they emphasise
materialistic goals, while in some studies, materialistic rich people show fewer ill effects,
supposedly because they are meeting more of their goals. But even for the better-off, materialism
can create a nagging appetite that can never be satisfied.
„Compared with their grandparents, today's young adults have grown up with much more
affluence, slightly less happiness and a much greater risk of depression and assorted social
pathology,‟ David G. There is a definite deviation in behaviour which has given rise to social
ills. Many young adults have fallen into the trap of seeking materialistic ideals by being
extremely concerned with physical comforts or the acquisition of wealth and material
possessions, rather than with spiritual, intellectual, or cultural values.
It is my belief that those who pursue wealth and material possessions tend to be less satisfied and
experience fewer positive emotions each day. On the other hand, research has found that life
satisfaction is correlated with having less materialistic values, which is no surprise.
However, there is a suggestion that there could be a connection between higher income and
increased life satisfaction. It seems that it may not be the money itself that leads to
dissatisfaction, but rather, the relentless striving for greater wealth and more possessions that
is linked to despondency which seems to be an ongoing quest for many in our society.
There is a relationship between materialism and the quality of marriages according to a study
published in the Journal Of Couple & Marriage Therapy. A survey was done on more than 1,700
couples to find that those in which both partners had high levels of materialism exhibited lower
marital quality than couples with lower materialism scores. Lower-quality relationships and a
low level of connection to others are students who tend to have higher extrinsic, materialistic
values. SECTION C – continued
2019 ENGLISH EXAM
TSSM 2019 Page 13 of 14
Some psychologists suggest that consumer cultures may contribute to the development of
narcissistic personalities and behaviours. Narcissists seek power and prestige to cover their
feelings of low self-worth and inner emptiness. They generally act with arrogance and are deeply
concerned with issues of personal adequacy.
So how do we quell our unhappy society and how do we cope with the pressures of a
materialistic world?
Geoff Harry:
A possible solution to terminate the chase for future materialistic gain is to be grateful for
what you have every single day of your life. You can practise the art of mindfulness or
reflect your thoughts towards an appreciation for your life and everything and everyone in
it.
You will never be satisfied with incessant desire in your current way of life. There is great
comfort in knowing you have a new day to look forward to while you are still here on
earth.
Be content with where you are starting from and know „that your actions towards
betterment are the reward of your desire – not the materials that wait for you at the finish
line,‟
2019 ENGLISH EXAM
TSSM 2019 Page 14 of 14
Examination assessment criteria
Section A will be assessed against the following criteria:
• knowledge and understanding of the text, and the ideas and issues it explores
• development of a coherent analysis in response to the topic
• use of textual evidence to support the interpretation
• control and effectiveness of language use, as appropriate to the task
Section B will be assessed against the following criteria:
• knowledge and understanding of both texts, and the ideas and issues they present
• discussion of meaningful connections, similarities or differences between the texts, in response to the
topic
• use of textual evidence to support the comparative analysis
• control and effectiveness of language use, as appropriate to the task
Section C will be assessed against the following criteria:
• understanding of the argument(s) presented and point(s) of view expressed
• analysis of ways in which language and visual features are used to present an argument and to persuade
• control and effectiveness of language use, as appropriate to the task
END OF TASK BOOK
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2019
VCE
English
Trial
Examination
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baha
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ltime
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Box 2227
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trali
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ax: (03) 9817 4334
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VICTORIAN CERTIFICATE OF EDUCATION
Year 2019
ENGLISH
Trial Written Examination
Reading time: 15 minutes
Writing time: 3 hours
TASK BOOK
Section
Number of
questions
Number of questions
to be answered
Marks
A – Analytical interpretation of a text
20
1
20
B – Comparative analysis of texts
8
1
20
C – Argument and persuasive language
1
1
20
Total 60
• 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 fluid/tape.
• No calculator is allowed in this examination.
Materials supplied
• Task book of 17 pages, including assessment criteria on page 17
• One answer book
Instructions
• Write your student number on the front cover of the answer book.
• Complete each section in the correct part of the answer book.
• If you choose to write on a multimodal text in Section A, you must not write on a text pair that
includes a multimodal text in Section B.
• You may ask the supervisor for extra answer books.
• All written responses must be in English.
At the end of the examination
• Place all other used answer books inside the front cover of the first answer book.
• You may keep this task book.
Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic
devices into the examination room.
Kilbaha Pty Ltd 2019
2019 Kilbaha VCE English Trial Examination
Kilbaha Multimedia Publishing https://kilbaha.com.au
This page must be counted in surveys by Copyright Agency Limited (CAL)
http://copyright.com.au
Page 1
SECTION A – Text response
Text list
1
After Darkness
……….
Christine Piper
2
All the Light We Cannot See
……….
Anthony Doerr
3
Behind the Beautiful Forevers: Life, Death,
and Hope in a Mumbai Undercity
……….
Katherine Boo
4
Extinction
……….
Hannie Rayson
5
Frankenstein
……….
Mary Shelley
6
In Cold Blood
……….
Truman Capote
7
Island: Collected Stories
……….
Alistair MacLeod
8
Like a House on Fire
……….
Cate Kennedy
9
Measure for Measure
……….
William Shakespeare
10
Nine Days
……….
Toni Jordan
11
Old/New World: New & Selected Poems
……….
Peter Skrzynecki
12
Persepolis: The Story of a Childhood
……….
Marjane Satrapi
13
Rear Window
……….
Alfred Hitchcock (director)
14
Selected Poems
……….
John Donne
15
Station Eleven
……….
Emily St. John Mandel
16
Stories We Tell
……….
Sarah Polley (director)
17
The Golden Age
……….
Joan London
18
The Left Hand of Darkness
……….
Ursula Le Guin
19
The Lieutenant
……….
Kate Grenville
20
The Women of Troy
……….
Euripides
Ins
tr
u
cti
ons
for
S
ecti
on A
S
ecti
on A
require
s s
tudent
s
t
o
complete
on
e
an
alytical/e
xpos
itor
y
piece
of w
riti
ng
i
n
re
spons
e
t
o
on
e
topic
(eithe
r
i.
or
ii.
) on on
e
s
electe
d
text
.
Indicate
i
n
the
box on
the
f
i
rs
t
line
of
the
s
cript
book w
hethe
r you
are
a
nsw
eri
ng
i.
or
ii.
In your
re
spons
e
you
m
us
t
devel
op
a
sus
taine
d
di
s
c
uss
i
on of on
e
s
electe
d
text
from
the
text
li
s
t
bel
ow.
Your
re
spons
e
m
us
t
be
s
upporte
d by
cl
os
e
re
f
erence
t
o
a
nd
anal
ys
i
s of
the
s
electe
d
text
.
For
collecti
ons of
poet
ry or sh
ort
s
torie
s, you
ma
y
c
hoos
e
t
o w
rite
on s
everal
poem
s or s
hort
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or
one
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wo
i
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ve
ry
cl
os
e
detail
,
dependi
ng on w
hat
you
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nk
i
s
appropriate
.
Your
re
spons
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w
ill
be
a
ss
e
ss
e
d
accordi
ng
t
o
the
criteria
s
et
out
on
the
bac
k of
thi
s book.
S
ecti
on A
i
s w
ort
h
one
-
thi
rd of
the
total
a
ss
e
ss
ment
for
the
examinati
on.
If you w
rite
on
a
f
ilm
text
i
n S
ecti
on A, you
m
us
t
not w
rite
on
a
f
ilm
text
i
n S
ecti
on B.
2019 Kilbaha VCE English Trial Examination
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Page 2
SECTION A
1. After Darkness by Christine Piper
i.
To what extent can Tomakazu Ibaraki be considered a good man?
OR
ii.
“A fenced-off divide separated each of the four camps”
‘Piper has portrayed all racial groups as equally vindictive to those they see as not
belonging to their group.’
Discuss.
2. All the Light We Cannot See by Anthony Doerr
i.
‘Doerr shows that the search for knowledge can bring both hope and purpose to life.’
Discuss.
OR
ii.
‘Doerr suggests that some people have more capacity to act morally than others.’
To what extent is this true?
3. Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity by Katherine
Boo
i.
‘Boo focuses on how the health of community life is constantly undermined by corruption.’
Discuss.
OR
ii.
“I tell Allah I love Him immensely, immensely. But I tell Him I cannot be better, because of
how the world is.”
To what extent does Boo support the idea that it is not possible to act ethically in an unethical
world?
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4. Extinction by Hannie Rayson
i.
‘Hannie Rayson clearly delineates the notion of right and wrong in her play, and the
audience can only judge characters according to how right and wrong they are.’
Discuss.
OR
ii.
‘Extinction portrays a world where relationships are a more powerful force in our lives than
money.’
Discuss.
5. Frankenstein by Mary Shelley
i.
“Alas! I had turned loose into the world a depraved wretch, whose delight was in carnage and
misery.”
‘Victor Frankenstein’s verdict on the Creature is correct.’
Discuss.
OR
ii.
‘The characters in Shelley’s Frankenstein experience loneliness in different ways.’
Discuss.
6. In Cold Blood by Truman Capote
i.
‘Capote’s narration leads the reader to conclude that justice was served with the execution
of Dick and Perry.’
Do you agree?
OR
ii.
‘The setting of Holcomb, Kansas is crucial to any understanding of the events of
Capote’s In Cold Blood.’
Discuss.
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7. Island: Collected Stories by Alistair MacLeod
i.
“past and present … imperfectly blended”
‘The past is inextricably tied to the present in MacLeod’s short stories.’
Discuss.
OR
ii.
‘MacLeod’s characters respond in varying ways to hardship in life.’
Discuss.
8. Like a House on Fire by Cate Kennedy
i.
‘Kennedy shows that constantly being dissatisfied with your life whilst dreaming of another
has negative consequences.’
Discuss. OR
ii.
‘Cate Kennedy’s characters do not voluntarily change and they only gain understanding of
themselves through struggle.’
Discuss.
9. Measure for Measure by William Shakespeare
i.
“I have seen corruption boil/ Till it o’er-run the stew”
‘Corruption appears to affect everyone in Shakespeare’s Measure for Measure.’
Discuss. OR
ii.
“They say, best men are moulded out of faults”
‘Measure for Measure suggests that there are problems with adhering too rigidly to strictly
defined moral code.’
To what extent is this true?
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10. Nine Days by Toni Jordan
i.
‘Nine Days shows that there is a great deal that changes over time, but it also shows that there is
much more that stays the same.’
Discuss.
OR
ii.
To what extent are Jordan’s characters in charge of their own lives?
11. Old/New World by New & Selected Poems: Peter Skrzynecki
i.
‘Skrzynecki uses his poetry to honour his family.’
Discuss.
OR
ii.
‘Skrzynecki constructs a vivid sense of place to communicate his central ideas.’
Discuss.
12. Persepolis by The Story of a Childhood by Marjane Satrapi
i.
How does Satrapi use humour to tell her story?
OR
ii.
‘Satrapi’s choice of language contrasts Marjane's innocence with the horrifying world around
her.’
Discuss.
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13. Rear Window by Alfred Hitchcock (director)
i.
‘Hitchcock uses the way his characters look to communicate who they are and
where they come from.’
Discuss.
OR
ii.
‘
Hitchcock presents a rigid idea about gender roles
in
Rear Window
.’
Discuss.
14. Selected Poems by John Donne
i.
‘Donne’s poetry seems to be caught between physical and spiritual desire.’
Discuss. OR
ii.
‘John Donne’s poetry often presents similarities in things that are usually considered dissimilar.’
Discuss.
15. Station Eleven by Emily St. John Mandel
i.
‘It is uncertain whether nostalgia is ultimately a positive or negative feeling in Station Eleven.’
Discuss.
OR
ii.
‘Station Eleven suggests the basic human need to be artistic regardless of the circumstances.’
Discuss.
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16. Stories We Tell by Sarah Polley
i.
‘Polley suggests that it might not be possible for anyone to truly know their parents.’
Discuss.
OR
ii.
“The crucial function of Art is to tell the truth.”
‘In Stories We Tell, what really happened is not as important as what people think happened.’
Discuss.
17. The Golden Age by Joan London
i.
How does Joan London portray the growth and recovery of Frank Gold?
OR
ii.
“lone and perilous, a tiny ship in a great ocean”
‘At the centre of Joan London’s novel is an inescapable sense of being alone.’
Discuss.
18. The Left Hand of Darkness by Ursula Le Guin
i.
“You cannot cast a Gethnian in the role of Man or Woman”
‘Le Guin’s The Left Hand of Darkness explores the impact that fixed gender and sex can have on
a society.’
Discuss.
OR
ii.
‘Le Guin’s novel suggests that it is better if people are allowed to feel the entire range of human
emotions rather than be restricted to only some of them.’
Discuss.
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19. The Lieutenant by Kate Grenville
i.
“… he was not simply learning another language. He was re-making his own.”
‘Grenville demonstrates the importance of sharing a common language in The Lieutenant’
Discuss.
OR
ii.
How does Grenville show that disunity was more likely than unity between the First Fleet
and the local Aboriginal population?
20. The Women of Troy by Euripides
i.
“… no happy man ever stays happy or lucky for long.”
‘Euripides suggests that fate is arbitrary and cruel.’
Discuss.
OR
ii.
‘Regardless of all the despicable acts relayed in the play, Helen remains the
most despised of characters.’
Do you agree?
END OF SECTION A
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Page 9
SECTION B – Writing in Context
Instructions
for
Section
B
S
ecti
on B
require
s s
tudent
s
t
o w
rite
a
comparative
anal
ys
i
s of
a
s
electe
d
pai
r of
text
s
i
n
re
spons
e
t
o
one
topic
(eithe
r
i
. or
ii
.) on
one
pai
r of
text
s.
Your
re
spons
e
s
hould anal
ys
e
how
the
t
wo
text
s
pre
s
ent
idea
s
and/
or
i
ss
ue
s,
a
nd s
hould be
s
upporte
d by
cl
os
e
re
f
erence
t
o
bot
h
text
s
i
n
the
pai
r.
If you
c
hoos
e
t
o w
rite
on
a
multimodal
text
i
n S
ecti
on A, you
m
us
t
not
w
rite
on
a
text
pai
r
that include
s
a
multimodal
text
i
n S
ecti
on B.
In
the
a
nsw
e
r book,
indicate
w
hic
h
text
pai
r you
have
c
hos
e
n
t
o w
rite
on
a
nd w
hethe
r you
have c
hos
e
n
t
o
a
nsw
e
r
i
. or
ii
.
Your response will be assessed according to the criteria set out at the end of this book.
Pair 1
Tracks by Robyn Davidson and Charlie’s Country directed by Rolf de Heer
i.
“… There’s lots of food in the bush. It’s like a supermarket out there.” (Charlie’s Country)
“…Capacity for survival may be the ability to be changed by environment.” (Tracks)
Compare how both texts explores the interrelation between people and their natural
environment.
ii.
“… I had been sick of carrying around the self-indulgent negativity which was so much the
malaise of my generation, my sex and my class.” (Tracks)
Compare how both texts explore the necessity of sometimes rejecting the prevailing values of
your society.
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Pair 2
Invictus directed by Clint Eastwood and Ransom by David Malouf
i.
‘Times change; we need to change as well.’ (Invictus)
“Something impossible. Something new.” (Ransom)
Compare how each text considers the impact one person can have to bring about change.
ii.
“I was thinking about how you spend thirty years in a tiny cell, and come out ready to
forgive the people who put you there” (Invictus)
And I am one of these sniveling barefoot brats.”
(Ransom)
Compare how each text explores the idea of humility.
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Pair 3
Stasiland by Anna Funder and Never Let Me Go by Kazuo Ishiguro
i.
“When I got out of prison, I was basically no longer human,' Miriam says.” (Stasiland)
“We took away your art because we thought it would reveal your souls” (Never Let Me Go)
Compare the way both authors explore how individuality is threatened in a repressive society.
ii.
“I think it is a sign of being accustomed to such power that the truth does not matter
because you cannot be contradicted.” (Stasiland)
“
Does she think there are things we haven't been told yet?
” (Never Let Me Go)
To what extent do both texts show worlds that are based on lies and deceit?
Pair 4
Reckoning by Magda Szubanski and The Namesake by Jhumpa Lahiri
i.
“He remembers, back then, being bored by it, annoyed at having to observe a ritual no one
else he knew followed, in honor of people he had seen only a few times in his life.” (The
Namesake)
Compare how the two texts explore the way children find their own identity by either
accepting or rejecting their parents’ identity.
ii.
“Isn’t that what we all hope for? To be understood, finally?” (Reckoning)
Compare how the two texts explore the idea of people just needing to feel accepted by
others.
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Pair 5
The Crucible by Arthur Miller and Year of Wonders: A Novel of the Plague by Geraldine Brooks
i.
‘There was something in her that could not [...] see the distinctions that the world wished to
make between weak and strong, between women and men.’ (Year of Wonders)
Compare how the two texts present the lives of females in the 17th Century.
ii.
“… there is prodigious danger in the seeking of loose spirits. I fear it. I fear it.” (The
Crucible)
“They're desperate to pin the blame for their situation on some outside force; it's the only
way they can make sense of their suffering.…” (Year of Wonders)
Compare the way the two texts show how groups of people react to fear.
Pair 6
Photograph 51 by Anna Ziegler and
The Penelopiad: The Myth of Penelope and Odysseus by Margaret Atwood
i.
“… But I had not been attempting to catch men like flies: on the contrary, I'd
merely been trying to avoid entanglement myself.” (The Penelopiad)
“And when I told my father I wanted to become a scientist, he said, “Ah, I see” … Then he said
“No”. (Photograph 51)
Compare how the two texts explore the way women have no autonomy but must instead
negotiate everything with men.
ii.
“like water, I told myself. Don’t try to oppose them.” (The Penelopiad)
“But we’re not here to have a relationship, Dr. Wilkins” (Photograph 51)
Compare how both authors present the ways in which females are made to guard
themselves against male attitudes and assumptions.
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Pair 7
Black Diggers by Tom Wright and The Longest Memory by Fred D’Aguiar
i.
“We don’t see the skin, we see the service.” (Black Diggers)
“Africans may be our inferiors, but they exhibit the same qualities we possess, even if they are
merely imitating us.” (The Longest Memory)
Compare the way both texts show the inequality of power between black and white people.
ii.
"If they’re willing to get up off their backsides and show a bit of pluck then they’re white
enough for me.” (Black Diggers)
“We spend our nights apart, watching the sky for the clarity we know will bring us together.”
(The Longest Memory)
Compare the ways in which both texts can be seen as optimistic about the possibility of
improved race relations.
Pair 8
I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban by Malala
Yousafzai with Christina Lamb and Made in Dagenham directed by Nigel Cole
i.
‘I wouldn't exchange a single eyelash of my daughter for the whole world.’ (I Am
Malala)
Compare how each text presents the significance of family.
ii.
“Teach him it is far more honorable to fail than to cheat." (I Am Malala)
“You had to do what was right. Cos otherwise you wouldn’t be able to look at
yourself in the mirror?” (Made in Dagenham)
Compare the way the two texts suggest some people are driven to do the right thing.
END OF SECTION B
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Page 14
SECTION C – Analysis of language use
Ins
tr
u
cti
ons
for
S
ecti
on C
S
ecti
on C
require
s s
tudent
s
t
o w
rite
a
n
anal
ys
i
s of
the
w
a
ys
i
n w
hic
h
argument
a
nd
language are
us
e
d
t
o
pe
rs
uade
othe
rs
t
o s
hare
a
point
(s) of
vie
w.
Rea
d
the
bac
kground
i
nform
ati
on on
thi
s
page
a
nd
the
material
on
the
f
oll
ow
i
ng
page
s,
a
nd w
rite
a
n
analytical
re
spons
e
t
o
the
ta
sk
bel
ow.
For
the
purpos
e
s of
thi
s
ta
sk,
the
term
‘language
’
re
f
e
rs
t
o w
ritte
n, s
poken a
nd
vi
s
ual
language.
S
ecti
on C
w
ill
be
w
ort
h
one
-
thi
rd of
the
total
ma
rks for
the
examinati
on.
Your
re
spons
e
w
ill
be
a
ss
e
ss
e
d
accordi
ng
t
o
the
criteria
s
et
out
on
the
bac
k of
thi
s book.
TASK
Write an analysis of the ways in which argument and written and visual language are used in the
material
on the following pages to try to persuade others to share the point of view presented.
Bac
k
gr
ound
i
n
formati
on
The Parents Association of Bigooly Primary School has begun a publication called
Parental Priorities to help raise awareness on issues affecting parents in the modern world.
The first edition included an editorial about the extent to which children are the target for marketing.
The publication will be distributed to parents through the primary school.
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Page 15
PARENTAL PRIORITIES Issue 1
Kids are seen as an easy target for marketers,
and
this should stop!
As
Bigooly parents, we want to raise our children to be healthy, happy and safe, yet despite being
vigilant of danger, most of us ignore the threat posed by marketers on behalf of self
-serving
businesses. These business corporations sometimes pretend to exist to do
noble deeds for the
community, shamelessly claiming that the world is made a better place just because they exist.
They falsely act as if they would provide their product or service for free because they are only
motivated by altruism and goodness. Yet, th
e truth is, their only reason to exist is to make money.
Many products and services are unnecessary, and even when the products are necessary, the
business sees the product’s usefulness as coming second to making a profit. We seem to accept this
money
-centred attitude as being just what happens in the “real world”. Everyone needs to make a
profit, right? And to sell a product, businesses hire marketers to render the product attractive to
potential customers. We do not question that marketing stretches the
truth to make the business
look good, accepting these manipulative techniques because we assume that stretching the truth
and manipulation is just the way the “real world” works. Yet, even if we accept manipulation by
marketers as an acceptable factor in
a modern consumerist world, surely we should pause when we
know that marketers are shamelessly manipulating our children. Surely, we should be concerned
when marketers start getting in the way of us raising our children to be healthy, happy and safe.
Mone
y-making corporations recognise that our children represent a huge market with astronomical
amounts of money to be made. This is why crafty marketers are hired to target young children. If
these marketers were to use their influence for good to help parents nurture healthy, safe and happy
children, they might be considered praiseworthy. Instead, these marketers groom kids to buy
unhealthy and addictive products, and to develop life
-long and slave-like loyalties to particular
brands.
Knowing that guilt incr
easingly plays a role in parents’ spending decisions, marketers foster guilt
by encouraging time
-stressed parents to substitute material goods for time spent with their kids.
“Pester power” refers to children’s ability to nag their parents into purchasing
items they may not
otherwise buy, and marketing to children is all about creating “pester power”. Marketers want their
targets to persistently pester their parents by nagging them over and over again for a product until
the parents relent. The most effecti
ve pestering exploits parents’ desire to provide the best for their
children. This involves playing on busy parents’ anxiety about not having spent enough time with
their
kids to exploit any guilty feelings a conscientious parent might feel.
Marketers also plant the seeds of brand recognition in very young children, in the hopes that the
seeds will bloom into lifetime relationships. According to the Centre for Understanding Marketing
Strategies, brand loyalties can be established as early as age two. By
the time children head off to
school, most recognis
e hundreds of brand logos. Then, using “buzz marketing”, marketers help a
business to successfully connect with the child by using trendsetters to give their products
“cool”
status. Buzz marketing is particularly well-suited to the Internet, where kids use social
networking platforms to spread the word about music, clothes and other products in an almost
seamless extension of youth culture. Parents generally do not understand the extent to which kids
are b
eing marketed to online because kids are often online alone, without parental supervision.
Unlike broadcasting media, which have codes regarding advertising to kids, the Internet
is unregulated, and sophisticated technologies make it easy to collect information from young
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Page 16
people for marketing research, and to target individual children with personalised advertising. By
creating engaging, interactive environments based on products and brand names, companies build
brand loyalties from an early
age by building personal relationships between the children and
the
brand.
Even school is no longer a place where children are protected from marketing.
Businesses sponsor
schools to increase sales and generate product loyalty. And schools provide companies with the
opportunity to expose their brand to large numbers of children. Think, when Coles ask schools to
collect
coupons for sporting equipment, they are reinforcing positive associations with the Coles
brand. Even when our school has fund
-raising drives, they are built around sales of Freddo Frogs
and Caramello Koalas, and so are doing a long
-term branding service for Cadbury. Exposure to a
brand message in schools is not harmless. All brand messages add up so that the child will favour
one brand over another
. A school setting delivers a captive youth audience and implies the
endorsement of teachers and the education system itself.
The unsolicited marketing to children needs to stop if we are serious about providing a healthy,
happy and safe environment for our ch
ildren. No sane person would argue against this. If our
children are to be protected from insidious marketing, then government needs to act to make it
more difficult for marketers to prey on children who have neither the experience, nor emotional
and menta
l development, to make the best decision for themselves. Parents must also be more
vigilant with their children being educated about the stranger danger that lurks in a marketer’s
message.
END OF SECTION C
Bu
y
m
I must have it.
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Examination Assessment Criteria
The examination will address all the criteria. All student responses will be assessed against each
criterion.
The extent to which the response is characterised by:
Section A – Text response (Reading and responding)
• 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 (Creating and presenting)
• know
ledge
a
nd unders
tandi
ng of
bot
h
text
s,
a
nd
the
idea
s
a
nd
i
ss
ue
s
the
y
pre
s
ent
•
di
s
c
uss
i
on of
meani
ngf
ul
connecti
ons, s
imilaritie
s or
di
ff
erence
s
bet
w
ee
n
the
text
s,
i
n
re
spons
e
t
o
the
topic
• us
e
of
textual
evidence
t
o s
upport the
comparative
anal
ys
i
s
• control and effectiveness of language use, as appropriate to the task
Section C – Language analysis (Using language to persuade)
• understanding of the arguments presented 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
End of questions for the 2019 Kilbaha VCE English Trial Examination
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baha
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u
ltime
d
i
a
P
ub
li
sh
i
ng
PO
Box 2227
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w V
ic
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trali
a
Tel
: (03) 9018 5376
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ax: (03) 9817 4334
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il
baha@
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om
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