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TIME ALLOWED FOR THIS PAPER:

Reading time before commencing work: 10 minutes Working time for this paper: 1 hour 50 minutes

MATERIAL REQUIRED / RECOMMENDED FOR THIS PAPER:

To be provided by the supervisor - Exam Booklet

To be provided by the candidate - Pens, pencils, eraser and / or correction fluid

No other items may be taken into the examination room. IMPORTANT NOTE TO CANDIDATES 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. Instructions 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 to each section in the appropriate space provided.

4. 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.

5. Do not speak or communicate with any other students during the assessment. 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.

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Structure of this paper Section Number of

questions available

Number of questions to be

attempted

Suggested working time

(minutes)

Marks available

Score Percentage

Section One: Writing

4 1 55 50 /50 %

Section One: Writing KEA only

3 1 55 50 /50 %

Section Two:

5 5 15 15 /15 %

Section Three:

18 18 40 35 /35 %

1 hour 50 mins 100

/100 %

Note: Do not turn the page until you are asked to do so.

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Section One: Writing (50 marks)

Select one question below and write your response on the space provide. (Make sure you circle/highlight/underline the question being answered in the written section.)

1) Discuss how a play you have studied in class adheres to the conventions of a

Shakespearean Comedy or a Shakespearean Tragedy.

2) Explain how the novel, The City of Ember, demonstrates the protagonist’s

transformation:

Conforms to the norm

Begins to question society

Rebellion and attempts to escape

3) Write a narrative using the setting from the novel, The City of Ember by Jeanne

DuPrau.

4) Which is more valuable to study in schools: Shakespearean plays or modern novels?

Use persuasive devices to support your argument.

Planning Space:

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KEA Questions

1) With reference to the novel you have studied this semester, explain how setting is

used on a deeper level to link the story to real-world issues.

2) Characters often serve as vehicles for the reader to explore their own society.

Describe three key discoveries or realisations the protagonist of your novel

experiences on their journey and explain how they help the reader recognise similar

issues in their own reality.

3) The representations of historical events that we encounter in historical fiction can

often give readers a more truthful understanding of what life was like in that time

period than direct historical accounts. With reference to The Underground Railroad

by Colson Whitehead, explain how the novel has contributed to your understanding

of the mechanisms of slavery, during the American Slave Era, and its far-reaching

impact.

Planning space:

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Essay Question:

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Section Two - Definitions and Terminology (15 marks)

1. List the eight elements of characterisation (4 marks)

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2. Setting refers to: _______________________________________________ (1 mark)

3. List 4 language devices that you have studied this semester (4 marks):

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4. Define each of the following types of point of view: (2 marks)

First person: __________________________________________________

Third person: __________________________________________________

5. Explain the term ‘context’, and in reference to a text you have studied, explain its

significance in understanding a text you have studied this semester (think back to the

film study, Shakespeare or the novel). (4 marks)

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For Section Three, you will need to refer to the following short story. As you read, highlight all the descriptions of character (name, speech, appearance,

thoughts)

VICTIM Oliver Smithfield

They broke out the building in an increasingly untidy swarm, pushing and jostling. Mr Curtis stood by the door watching them unsmilingly. “Steady, Benda,” he called to a muscly, thick-set buy with a shaved head, who looked at him with an expression of surprise and innocence as if he hadn’t been doing his best trip the girls moving in an orderly group next to him. “He’s already behaving as if he’s in the wild,” thought Mr Curtis with exasperation, impatient to get to the staff room to hear the latest news. It wasn’t every day a P.M was sacked. The boy quietened under the teacher’s steady graze, and they moved off into the open, the girls branching away to sit safely under a large gum tree in the playground, while the boys made for the bush at the outer edge of the school grounds. It was there Mickey found the lizard. ‘Look!’ he cried in a high, excited voice. At first, they ignored him as they usually did, but then Butch Benda moved across to where he was standing and the other boys followed. They stood in a circle look at Mickey and the reptile. Even the girls, who usually stayed close to the cream and brown weatherboard schoolhouse, were now overcome by curiosity and drifted hesitantly across the hot bitumen to where the boys were gathered. Mickey looked around: he was the centre of attention. For once, it felt good. Some of the boys were laughing, it was true, but Mickey felt they were laughing with him not at him. His mother was wrong: it wasn’t dangerous to be with the boys. Pushing his glasses firmly onto the bridge of his thin nose, he bent down and lifted up the large scaly lizard, the terrified creature trapped until that moment by his foot. He willed himself not to shudder as he felt its skin against his. He swung it towards the girls, who were watching with eyes wide. Many screamed and jumped backwards, pulling the other girls with her. Led by Butch, the boys jeered. “He should let it go,” Mary snapped crossly, trying to hide her fright. “Yes!’ squeaked Jane a plump, pink-faced girl, with small protruding eyes. “He’ll only get into trouble.”

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Surprisingly, one of the boys spoke. They turned: it was only Ras, who’d walked over from the shade of the school building where he, Mickey and the other outsiders usually sat. ‘She is right. It is cruel. They do not do harm. Let it go.” His voice was calm, his dark face expressionless. The girls nodded piously, their faces pink with excitement. Along with some concern for the lizard, there was also the chance of “Old Crusty” appearing from the staffroom. Mickey hesitated. The someone, probably Butch, muttered his hated nickname, “Mouse.” The others took up the chant: “Mouse, mousey, mousey.” A feeling of hopelessness washed over Mickey. He had to do something. “I-I-I’m gonna k-k-kill it!” He cried. Both girls and boys looked furtively excited. “You don’t have the guts,” sneered Butch. The other boys laughed. “You have no respect,” said Ras quietly, looking disdainfully at no one and everyone, before turning to walk away. The group parted to let him leave. A gasp from the children made him turn back. Colour flooding his thin, usually pale face, Mickey held the lizard aloft as if to smash it down on the ground. Red-faced, his pale eyes watering, Mickey darted at the children who stood staring at him and the lizard. Now, the girls and even some of the boys looked uncertain. “Michael …,” said Ras softly, “It is not the way.” Mickey flushed with despair. Butch, sensing Mickey’s uncertainty snarled, “You’re such a reject.” They began to close on him pushing and laughing. Crying now, Mickey put down the lizard, which headed towards the trees to take its chances there. “What’s going on?” shouted Mr Curtis, rapidly crossing the expanse between the neat school buildings and the bush. For a moment only, they hesitated and then, girls in the lead, they stepped away from Mickey, and began to move towards the schoolhouse. Only Ras remained. “Come on.” He said to Mickey, “it will be …,” he paused looking after the others, and then said knowing it wouldn’t be, “it will be all right.” “I just wanted …,” Mickey gestured helplessly. Ras nodded. “I know,” he said. Together, they began walking back towards the school building to take their chances too.

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Section Three – Reading Comprehension (35 marks) Question 1: What is the main idea of paragraph 2?

Mickey is being bullied by the boys.

Mickey finds a lizard.

The girls and boys want to hang out with Mickey.

Mickey has made friends.

Question 2: What was the latest news that day that Mr. Curtis wanted to know about?

News regarding the students, Butch and Mickey.

Gossip with the other teachers in the staffroom.

Daily news in the staffroom.

A Prime Minister was fired.

Question 3: What did Mickey’s mother tell him that he considers to be ‘wrong’?

Lizards are dirty and shouldn’t be played with.

It’s dangerous to be with the boys.

Boys are bullies.

Mickey has lots of friends and should worry what Butch thinks.

Question 4:

The boxes tell about some things that happen in the short story:

What belongs in the empty box?

The girls yell at Mickey to leave the lizard alone.

The boys walk away, starting to ignore Mickey.

Butch starts calling Mickey ‘mouse’ and the boys join in.

Butch calls him a reject.

Ras tells Mickey to leave

the lizard alone.

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Mickey becomes upset and threatens

to kill the lizard

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Question 5: Why did Mickey pick up the lizard?

He wanted the attention from the other students

He wanted to terrify the girls

He loves lizards

He wanted to kill the lizard

Question 6: How were Ras and Mickey alike?

Both boys were bullied in the school yard

Butch doesn’t like either of them

The girls liked them more than the other boys

Both boys were outsiders from their peers

Question 7: In paragraph 6, the word aloft means

In a loft

In his hand

Up in the air

Tightly

Question 8: Predict what would have happened if Mickey had killed the lizard (1

mark):

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Question 9: From this story, readers can conclude that

Everyone bullies Mickey

Butch bullies Mickey

Mickey doesn’t have a lot of friends

Everyone likes Butch

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Question 10: Which of these statements is a fact from the story?

Most of the students bullied Mickey

Mickey loves lizards

Butch hates Mickey

Mickey didn’t kill the lizard

Question 11: Which of these statements is an opinion from the story?

Mickey was being bullied by the boys

Mary was angry at Mickey

Ras was a better person than Butch

The girls were scared of the lizard

Question 12: The author wrote the story to mainly

To entertain readers with a fictional story using stereotypes in a school

setting

To teach readers not to pick up lizards

To convince readers that bullying is wrong

To inform readers of what it’s like in an Australian school yard.

Question 13: The phrase ‘He’s already behaving as if he’s in the wild’ is an example of

A simile

hyperbole

A metaphor

personification

Question 14: In two sentences, summarise what this story is about (2 marks):

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Extended Response

15. Based on evidence from the story, why do you think Mickey threatened to kill the

lizard? (3 marks)

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Character study: Mickey

16. Find examples of Mickey’s characterisation by filling out the table below: (8 marks)

Element Quote from text and explanation

Physical appearance:

How is he described? Find two

examples

Name Analysis:

Is Mickey referred to by any

other names?

What are these names’

significance?

Speech:

How does he speak? What

does he say?

Reactions of others:

How do others treat him?

What do they say to him?

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17. Explain how Mickey’s characterisation constructs him as a ‘school-yard victim’

stereotype. Refer to the table in question 16 and use two examples to support your

argument. (6 marks)

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18. Which characters are described closest to the school-house and what do you think

the school-house represents? (3 marks)

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END OF EXAM