Centre Number

Student Number CATHOLIC SECONDARY SCHOOLS ASSOCIATION OF NEW SOUTH WALES

2006 TRIAL HIGHER SCHOOL CERTIFICATE

EXAMINATION

English (Standard) and English (Advanced)

Paper 1 – Area of Study Morning Session Monday 31 July 2006

General Instructions • Reading time – 10 minutes

• Working time – 2 hours

• Write using blue or black pen

• Write your Centre Number and Student Number at the top of this page

Total marks – 45 Section I Pages 3-7 15 marks • Attempt Question 1 • Allow about 40 minutes for this section Section II Page 8-9 15 marks • Attempt Question 2 • Allow about 40 minutes for this section Section III Pages 10-12 15 marks • Attempt ONE question from Questions 3-5 • Allow about 40 minutes for this section

Disclaimer Every effort has been made to prepare these ‘Trial’ Higher School Certificate Examinations in accordance with the Board of Studies documents, Principles for Setting HSC Examinations in a Standards-Referenced Framework (BOS Bulletin, Vol 8, No 9, Nov/Dec 1999), and Principles for Developing Marking Guidelines Examinations in a Standards Referenced Framework (BOS Bulletin, Vol 9, No 3, May 2000). No guarantee or warranty is made or implied that the ‘Trial’ Examination papers mirror in every respect the actual HSC Examination question paper in any or all courses to be examined. These papers do not constitute ‘advice’ nor can they be construed as authoritative interpretations of Board of Studies intentions. The CSSA accepts no liability for any reliance use or purpose related to these ‘Trial’ question papers. Advice on HSC examination issues is only to be obtained from the NSW Board of Studies.

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EXAMINERS

Sources

Question 1 Text One: ‘Good Weekend’, Sydney Morning Herald, 15/10/2005 Text Two: Poem, untitled, by Dante Alighieri from The Soul of the World: A Modern Book of Hours, ed P Cousineau, Harper San Francisco, 1993 Text Three: The Ride of Zhu Bao Sheng, by Nick Long, “Transit”, Transit Magazine Pty Ltd, Issue 2, 2005, p93 Question 2 “Another Country: Writers in Detention”: ed T Kenneally and R Scott, Hallstead Press, 2004 (Cover) Lonely Planet Website – www.lonelyplanet.com/worldguide

Pamela Nutt (convenor) Tanya Appleby Nicole Archard Darren Barker Pauline Byrne Lorna Ciesiolka Kristofer Feodoroff Marian Henry Tiina-Maria Kase Alistair Symons

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Section I 15 marks Attempt Question 1 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: demonstrate understanding of the way perceptions of the journey are shaped in and

through texts describe, explain and analyse the relationship between language, text and context

Question 1 (15 marks) Examine Texts One, Two and Three carefully and then answer the questions on page 7. Text One (Advertisement)

Question 1 continues on page 4

Reporter: Clive Myrie, Mozambique, 28.02.00

Clive Myries was the first international journalist on the scene of the Mozambique floods. He spent considerable amounts of time reporting from the water to get across the human suffering they were witnessing.

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Question 1 (continued) Text Two (Poem) Midway along our road of life I woke to find myself in a secret dark wood, for I had lost the narrow path. To evoke1 what it was like—how hard, I barely could. This wood was savage, dense and strange! The thought of it renews those fears that I withstood, a place so bitter, only to be caught in death is worse. Yet there I found my share of good, so now I’ll tell what else it brought. I cannot rightly say how I came there, I was so drugged with sleep the moment when I lost the true way, wandering unaware, Yet when . . . I looked up, saw the hill’s wings with their clean early light cast from the planet whose sight leads men straightly on every road. The scene diminished and I felt the force of fright lessen in the lake of my heart, that fear I felt so piteously throughout the night. Dante Alighieri, Italian (1265-1321) .

1 evoke: recall or remember

Question 1 continues on page 5

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Question 1 (continued) Text Three (Fiction)

The Ride of Zhu Bao Sheng Nick Long

Crazy people talk to themselves, but Zhu Bao Sheng knew he wasn’t crazy. “If I don’t talk to myself,” he asked himself one morning, “who will I talk to?”

There was nobody to answer the question. He was alone in this place.

True, the town was full of people. On his way to work he passed many of them, men in boots and blue shorts, schoolboys on skateboards, sweating women with bags of shopping. But they were not Chinese people, and he could not speak to people who were not Chinese. Nobody had ever taught him, and he had never had the chance to learn.

“But today, you must try,” he told himself, thinking of the bicycle.

“You must try.”

It was early afternoon when he went back down the street towards home, lingering under the poplars that grew along Oxley Street.

“You are too early,” he said to himself. “She will not be home from school yet.”

But she was already there, riding in figure-eights around the two trees in her front yard, her pigtails streaming out behind her, the pink basket at the front rattling as the tyres bumped over the dry earth.

Zhu stopped by her front gate. From his knapsack he drew out a can of softdrink that he’d bought at the corner shop the day before. The words he’d rehearsed came into his head, but they were jumbled. He looked at the ground as he tried to get them in the right order. There was sweat on his neck. She had braked the bicycle in a cloud of dust and was staring at him, but Zhu dared not look back at her yet, in case he made her afraid.

Suddenly, the words came all at once.

“I like to borrow!” he called. He smiled, showing all his teeth, and with his left hand he held the can of softdrink out.

The girl continued to stare at Zhu. Without taking her eyes off him, she hopped down off the saddle. She looked even smaller when she was walking on the ground.

“Please,” he urged, more softly now, “I like to borrow.”

He didn’t know if she would understand. He had never tried to speak this language before. Her eyes were round and curious, but she did not reply.

In the silence, Zhu tried to remember how long it had been since he had ridden on a bicycle. He thought about autumn in Shanghai, how the yellow sunlight would make the streets glow as he rode home from work, how the north wind would get behind him and he would barely even have to pedal. His factory job had been dull and low paid, but the bicycle ride afterward had always made him feel like a man again. If only he could tell her, make her understand.

“You wanna borrow my bike?”

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The girl had spoken! Zhu didn’t understand the words, but was amazed at the sound of them. Her voice was airy and light, like the song of a small bird. She walked with the bike over to the gate where Zhu was standing, shading her eyes with her hand, squinting up at him. Her hair was dazzling in the sunshine.

Zhu held the can of soft drink in his outstretched arm and he watched the girl’s eyes flick back and forth from his face to the drink. It reminded Zhu of a time when he had tried to feed a squirrel in a park. The animal had hesitated, torn between greed and caution, before finally darting in and snatching the breadcrumb from his open palm.

Abruptly, she pushed the bike towards him.

“You can borrow it, just make sure you bring it back,” she said. She took the can of drink from him, and ran up on to her porch.

Zhu smiled then, and searched his memory for the other words.

“Thank you,” he said, with a little bow. As he was wheeling the bicycle down the driveway, he turned back to her, put his hand to his chest and said his name.

“Zhu,” he said.

“Hi Zhu,” the girl replied, “My name’s Natalie.”

“Natarie?” said Zhu. His brow furrowed with the effort.

“No,” she replied, giggling, “Natalie.”

“Ah…Natarie!” repeated Zhu.

The girl giggled again, and Zhu wheeled the bike up the street. He didn’t want to get on until he was out of sight, in case he wobbled a bit. At the corner of the next block, he couldn’t wait any more. “What a man learns, he never forgets,” he said to himself as he swung on to the seat. It was another of his father’s sayings.

Bourke seemed empty as Zhu Bao Sheng pedalled along Richard Street. He didn’t know where he was going. It didn’t matter. At the start of The Kidman Way, where the tall gum trees line the road, he got a bit of speed up, enough to cool the sweat on his face. Right there he got the feeling he could ride forever.

In time, Zhu and his borrowed bicycle emerged from under the eucalypts, and the last houses gave way to open red country, and the sky was big and he was under it, almost drunk with the scent of the acacias, and of the dust, and of this new landscape. His feet felt strong on the pedals, and the road was flat and straight, and when a truck sounded its horn in greeting, he waved back. And for the first time since he could remember, he spoke no words to himself, for there were none that needed to be said, or that could convey the feeling that was in him.

Question 1 continues on page 7

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In your answer you will be assessed on how well you: demonstrate understanding of the way perceptions of the journey are shaped in and

through texts describe, explain and analyse the relationship between language, text and context

Question 1 (continued) Marks Text One (Advertisement) (a) What aspect of a journey is represented in this advertisement? 1 (b) Explain the link between the visual and written text in the advertisement. 2 Text Two (Poem) (c) Identify ONE technique used in the poem. Explain how this technique is used to

represent concepts of the journey. 3

Text Three (Fiction) (d) Name ONE challenge faced by the traveller. 1

(e) How is this challenge conveyed in the text? 2 Texts One, Two and Three (f) Evaluate the effectiveness of TWO of the texts in representing journeys. 6

End of Question 1

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Section II 15 marks Attempt Question 2 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: express understanding of the journey in the context of your studies organise, develop and express ideas using language appropriate to audience, purpose

and context Question 2 There is to be a public exhibition called 21st Century Journeys. It will include writing from young adults. Choose ONE OR MORE of the materials provided on page 9 as a stimulus for composing your contribution to this exhibition.

Question 2 continues on page 9

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Question 2 (continued) (a)

It is better to travel hopefully than to arrive.

(b)

(d)

…a journey to the

last great undiscovered place.

(c)

You can only go halfway into the darkest forest; then you are coming out the other side.

(e)

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Section III 15 marks Attempt ONE question from Questions 3-5 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: demonstrate understanding of the concept of the journey in the context of your study analyse, explain and assess the ways the journey is represented in a variety of texts organise, develop and express ideas using language appropriate to audience, purpose

and context Question 3 (15 marks) Focus – Physical Journeys How do the texts that you have studied explore the assumptions underlying the concept of the physical journey? In your response refer to your prescribed text, ONE text from the Board of Studies Stimulus Booklet: Journeys and at least ONE other related text of your own choosing. The prescribed texts are: • Prose Fiction – Mark Twain, The Adventures of Huckelberry Finn • Drama – Michael Gow, Away • Poetry – Peter Skrzynecki, Immigrant Chronicle * Immigrants at Central Station, 1951 * Feliks Skrzynecki * Crossing the Red Sea * Leaving home * Migrant hostel * A drive in the country * Post card • Nonfiction – Jesse Martin, Lionheart • Film – Phillip Noyce, Rabbit-Proof Fence

OR

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Question 4 (15 marks) Focus – Imaginative Journeys How do the texts that you have studied explore the assumptions underlying the concept of the imaginative journey? In your response refer to your prescribed text, ONE text from the Board of Studies Stimulus Booklet: Journeys and at least ONE other related text of your own choosing. The prescribed texts are: • Prose Fiction – Orson Scott Card, Ender’s Game • Drama/Shakespeare – William Shakespeare, The Tempest • Poetry – Samuel Taylor Coleridge: The Complete Poems * The Rime of the Ancient Mariner (1834) * This Lime-Tree Bower My Prison * Frost at Midnight * Kubla Khan • Nonfiction – Melvyn Bragg, On Giants’ Shoulders • Film – Robert Zemeckis, Contact

OR

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In your answer you will be assessed on how well you: demonstrate understanding of the concept of the journey in the context of your study analyse, explain and assess the ways the journey is represented in a variety of texts organise, develop and express ideas using language appropriate to audience, purpose

and context Question 5 (15 marks) Focus – Inner Journeys How do the texts that you have studied explore the assumptions underlying the concept of the inner journey? In your response refer to your prescribed text, ONE text from the Board of Studies Stimulus Booklet: Journeys and at least ONE other related text of your own choosing. • Prose Fiction – J.G. Ballard, Empire of the Sun • Drama – Louis Nowra, Così • Poetry – Ken Watson (ed), Imagined Corners * Sujata Bhatt, ‘The One Who Goes Away’ * Ivan Lalić, ‘Of Eurydice’ * Gwyneth Lewis, ‘Fax X’ * Mudrooroo, ‘A Righteous Day’ * János Pilinszky, ‘The French Prisoner’ * Vittorio Sereni, ‘A Dream’ * Xuan Quynh, ‘Worried Over the Days Past’ • Nonfiction – Sally Morgan, My Place • Film – Roberto Benigni, Life is Beautiful

End of paper