2006 School Certificate Specimen Test

ENGLISH�LITERACY Introduction This document accompanies the specimen test for the 2006 School Certificate test in English�literacy. A mapping grid is also included with the test. It shows how each question in the test relates to the relevant syllabus outcomes and to the performance bands used to report student achievement in the test. In 2006, the first cohort of students studying the English Years 7�10 Syllabus (2003) will sit for the School Certificate English�literacy test. The scope of the test and the test specifications have been reviewed for 2006, and this specimen test is indicative of the type of test that will be produced for 2006 and subsequent years. Because much of the content of the new syllabus is similar to that in the previous syllabus, many of the questions in past School Certificate English�literacy tests would continue to be suitable for tests from 2006. The inclusion of questions from past tests in the specimen paper reflects this. The purpose of the School Certificate tests The School Certificate credential marks the end of compulsory schooling. It records student achievement in the courses studied in Stage 5, and provides results in five state-wide tests in areas considered foundational to subsequent achievement. Further information about the School Certificate can be found on the Board�s Assessment Resource Centre (http://www.arc.nsw.edu.au/). A major purpose of the School Certificate tests at the end of Year 10 is to strengthen the foundation skills students need to pursue further learning or to succeed in the workplace. The scope of the School Certificate tests The tests focus on foundational aspects of their related syllabuses, and do not cover all areas of the syllabus. In broad terms, the English�literacy test measures students� ability to use language with an awareness of purpose, audience and context. This ability is measured in the areas of Reading, Writing and Viewing, within a range of contexts that offer various types of texts. These texts are selected from the contexts of everyday communication (including factual and non-literary texts), literature and media (including multi-media). The English�literacy test scope statement provides further details. Specimen tests Specimen tests are produced in accordance with the Board�s Principles for Setting School Certificate Tests and Developing Marking Guidelines in a Standards-Referenced Framework, published in Board Bulletin Volume 10 Number 1 (March 2001). Questions are closely related to a subset of syllabus outcomes from the related course. The test as a whole is structured to show how appropriate differentiation of student performance at all levels on the performance scale can be obtained.

The English�literacy specimen test The specimen test is an example of the type of test that could be prepared within the School Certificate English�literacy test specifications. Tests in English�literacy will be based on a representative sample of the syllabus outcomes related to the foundational aspects of the related English course. The mapping grid accompanying the specimen test shows how the test as a whole samples this subset of outcomes, and allows all students the opportunity to demonstrate their level of achievement. The range and balance of outcomes tested in the School Certificate tests in 2006 and subsequent years may differ from those addressed in the specimen test. There are a number of points to note in considering the English�literacy specimen test:

• In Section 1, students read and view a range of texts, such as newspaper articles, poems, short stories, graphs, and web pages. The number and types of texts may vary from year to year.

• Based on each of the first texts in Section 1, students answer objective-response format questions worth one mark each. There are 45 questions worth a total of 45 marks.

• Based on the final text in Section 1, students answer short-response format questions worth a total of 15 marks. The number of short-response format questions and their individual values may vary from year to year.

• A colour text may be included in the test, and may be the basis of either objective-response format questions or of short-response format questions. In the specimen test, a colour text is used as Text 2. Should a colour text be used in the test, the position of that text may vary from year to year.

• In Section 2, students complete two writing tasks. The first writing task will require a written response worth 10 marks. Students will be awarded marks for their ability to demonstrate knowledge and control of form appropriate to audience and purpose. Marks will also be awarded for spelling, punctuation, grammar and paragraphing appropriate to the task.

• The second writing task will require an extended written response worth 20 marks. Students will be awarded marks for their ability to demonstrate organisation and development of ideas, and sustained control of form. Marks will also be awarded for use of language appropriate to audience, purpose and context, and for use of spelling, punctuation, grammar and paragraphing appropriate to the task.

• In either or both of the two writing tasks in Section 2, students may be asked to relate their response to one or more of the texts in Section 1 of the test.

English–literacy2006 School Certificate Specimen Test

Print run

General Instructions

■ Reading time: 10 minutes

■ Working time: 2 hours

■ Write using black or blue pen

■ Attempt ALL questions

■ Do NOT write in pencil

■ Write your Centre Number and Student Number at the top of pages 21, 25 and 29

Total marks – 90

Section 1 — Reading/ViewingPages 2–24

60 marksAllow about 1 hour and 20 minutes forthis section

Questions 1–45 45 marksQuestions 46–50 15 marks

Section 2 — WritingPages 25–32

30 marksAllow about 40 minutes for this section

This section has TWO questionsQuestion 51 10 marksQuestion 52 20 marks

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Section 1 — Reading/Viewing

60 marksAllow about 1 hour and 20 minutes for this section

Questions 1–45 45 marksQuestions 46–50 15 marks

Use the Section 1 Answer Sheet for Questions 1–45

Instructions for answering multiple-choice questions

■ Select the alternative A, B, C or D that best answers the question. Fill in theresponse oval completely.

Sample: 2 + 4 = (A) 2 (B) 6 (C) 8 (D) 9

A B C D

■ If you think you have made a mistake, put a cross through the incorrectanswer and fill in the new answer.

A B C D

■ If you change your mind and have crossed out what you consider to be thecorrect answer, then indicate the correct answer by writing the word correctand drawing an arrow as follows.

correct

A B C D

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B Y M A R T I N D U R I E

Another day. Nowhere to go. Nothingto do . . . except talk about the droughtand everyone is sick of that.

It’s a long way from dance parties, skateramps and the art scene. The only sceneto be seen here is sultry kids millingaround the steps of the deserted pub,the boys with skate-boards to impressthe girls, the girls determined to feigncool disinterest. But it is not just theoutback town that is hot.

Since Gulgola Central School Year 10students, Tom Borg, Iggy Wilson,Ash-lea Ferguson and Linh Tran createda highly acclaimed artwork they are theHOTTEST thing to come out of Gulgola.Their electronic collage entitled ‘OurHome, Our Hope’ has become thesymbol for the Year of the Outback.

‘Our artwork is a great thing forthis town,’ enthuses Ash-lea, theself-designated leader of the group.

Although all four are clearly proud oftheir success, getting them to talk aboutit is like getting water out of a stone. If it wasn’t for Ash-lea’s exuberantself-confidence, this interview wouldhave been as empty as Gulgola’s mainstreet.

‘We just got sick of reading the negativestuff about the drought,’ says Ash-lea asthe others nod their silent assent.

‘I’m not saying that the drought isn’tnegative. It is. It’s horrible. But believe itor not, there are good things that comeout of it. Life goes on.’

This sense of hope, expressed in theartwork’s title, is strongly representedvisually in the piece. The kidsconstructed an electronic collage fromthousands of digital images. They usednothing more exciting than theirschool’s digital camera, the computerroom and their passion.

The images are diverse in their scopeand content. They range from thehopeful expressions of youth skating in

DROUGHT CAN’T RAIN ON KIDS’ PARADE

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The last remaining lotus flower in Mrs Tran’s garden

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Text 1 – Newspaper report

Read the text on pages 3 and 4 and answer the questions that follow.

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the sun-parched dustbowl of Gulgola’smain street, to the stark beauty of thelast remaining lotus flower in Linh’smother’s drought-ravaged garden.

Talking about the artwork finallyinspires the reticent Tom and Iggy tospeak. ‘Y’know Gulgola can be boring,hot and dry, but it’s our home,’ saysTom.

Iggy continues, ‘It is important to usthat other people, especially city kids,know that we are more than just a dust-bowl.’

Iggy, warming to his theme, lays asidehis skateboard. ‘We have a unique wayof life here. Some people look at us as ifwe are a great distance from Sydney. Weprefer to think that Sydney is a long wayfrom us.’

Just as interesting as the artwork itselfis the means by which this groupfrom Gulgola achieved national andinternational acclaim.

‘We combined all of our talents,’ Ash-leaexplains. ‘We hang out every day, there’s

nothing else to do, so we naturally knewwhat each of us could achieve. Like,Tom’s a top photographer. I organisedthe group. Linh’s a wiz on the computerso she set up a website for the artwork.’

‘We worked through our lunchtimes onthe computers at school. Iggy came upwith the idea of linking our site to otherson the net. Y’know, everything that kidswere visiting. It becomes like a positivevirus, it just spreads and spreads.’

The positive energy of this viruseventually ‘infected’ the chairperson of the committee responsible forpromoting the Year of the Outback. Shewas so impressed by the kids, theirmessage and their spirit that theartwork now forms the centrepiece ofthe publicity campaign.

The kids will also act as Australia’sambassadors to the International YouthConference next year. As expected,Ash-lea has the final word. ‘I’m lookingforward to going overseas andpresenting Gulgola to the world. Itmight sound strange to lots of people,but I really don’t care if it rains.’

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1 What is the meaning of the headline of the newspaper report?

(A) The town has no water.

(B) The artists won’t get wet.

(C) Success is a cause for celebration.

(D) Difficult times won’t dampen their spirits.

2 What type of language device is used in ‘The only scene to be seen here’?(lines 5–6)

(A) Cliché

(B) Contradiction

(C) Euphemism

(D) Pun

3 What does the journalist mean by the statement ‘But it is not just the outbacktown that is hot’? (lines 10–11)

(A) The boys are skilful and the girls are attractive.

(B) The town is exciting and the temperature is high.

(C) The temperature is high and the artists are successful.

(D) The artists are successful and the town is exciting.

4 Why is Ash-lea the ‘self-designated leader of the group’? (line 22)

(A) She is the best artist.

(B) She is the best photographer.

(C) She is most vocal and has made herself the leader.

(D) She is the most popular and was voted the leader.

5 Why does the journalist refer to the two images in lines 45–51?

(A) To show negative images of the town

(B) To contrast diverse images representing hope

(C) To provide positive images of the children

(D) To emphasise images caused by the drought

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6 Why does Iggy choose to speak? (lines 57–66)

(A) He wants to talk about his town.

(B) He wants to talk about his artwork.

(C) He believes Gulgola is an unpleasant place to live.

(D) He believes Sydney is an unpleasant place to live.

7 What is the main idea expressed in lines 71–84?

(A) Technology is the path to success.

(B) Success is achieved through teamwork.

(C) Friends are very important.

(D) Every group needs a leader.

8 Why does the journalist continue to use the image of the virus? (lines 85–88)

(A) To reveal the increasing dangers of technology

(B) To illustrate Ash-lea’s control of the group

(C) To emphasise the growing appeal of the artwork

(D) To create a negative image of the artwork

9 What does the article present as the major achievement of the group?

(A) They are promoting the benefits of friendship.

(B) They are maintaining hope despite adversity.

(C) They are representing Australia internationally.

(D) They are communicating internationally using technology.

10 Why is the photograph included in the newspaper report?

(A) It is a symbolic image in the artwork.

(B) It is a symbol of peace and harmony.

(C) It is the floral emblem of Gulgola.

(D) It is the central image of the artwork.

Text 2 – Brochure

Detach the stimulus material attached to the back of the test and answer the questionsbelow.

11 What is the most dominant element of the written text in the brochure?

(A) Details of performances

(B) Comments from the actors

(C) Opinions from newspapers

(D) Quotations from Shakespeare

12 The colour scheme of the brochure is mainly red, yellow and orange. What is theeffect of this?

(A) It appeals to most readers, and suggests the play is funny.

(B) It attracts the readers’ attention, and suggests the play is short.

(C) It appeals to most readers, and suggests the play is educational.

(D) It attracts the readers’ attention, and suggests the play is lively.

13 What are the main purposes of the brochure?

(A) Praising and inviting

(B) Advertising and satirising

(C) Informing and promoting

(D) Entertaining and narrating

14 Which of the following best describes the brochure’s layout?

(A) Busy

(B) Formal

(C) Random

(D) Tabular

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15 What do all the photographs of the actors from the ‘The Complete Works ofWilliam Shakespeare’ suggest about the production?

(A) It is active.

(B) It is humorous.

(C) It is scandalous.

(D) It is contemporary.

16 Which word best describes the tone of the following sentence?

This promises to be the freshest and best comedy ever, masterfullyperformed by three highly skilled actors, combining Shakespeareanprowess, brilliant improvisation and slapstick comedy. (Red panel)

(A) Critical

(B) Enthusiastic

(C) Humorous

(D) Sarcastic

17 What is the principal meaning conveyed by the illustration in the Yellow panel?

(A) Actors will be criticising and making fun of Shakespeare’s drama at theOpera House.

(B) Clowns looking like Shakespeare will be performing on the roof of theOpera House.

(C) Shakespeare’s plays will be breaking all the box-office records at the OperaHouse.

(D) Surprising, amusing versions of Shakespeare’s plays will be performed atthe Opera House.

18 Which of the following phrases suggests that the play is fast-paced?

(A) ‘rollicking roller coaster’

(B) ‘weave their wicked way’

(C) ‘The bard without the boring bits’

(D) ‘Surprising and magnificently entertaining’

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19 What is the meaning of the word ‘homage’ in the following quotation from The Age?

Complete Works manages to be both a homage and subversion ofShakespeare, acknowledging the Bard’s influence while at the sametime fearlessly poking fun (Red panel, blue text box).

(A) Exact precision

(B) Great reverence

(C) Small collection

(D) Strong criticism

20 Judging from the overall appearance of the brochure, what type of productionwould you expect to see?

(A) Serious and confronting

(B) Attractive and appealing

(C) Confusing and disturbing

(D) Light-hearted and entertaining

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Sound: –Camera: Close-up of KylieKylie: Hi guys. Thanks for watching and welcome

as we journey around Australia in searchof the typical Aussie teenager.

Sound: Voice overCamera: Map to screenKylie: So hang on for the ride. Let’s go!

Sound: Muted electronic musicCamera: Dissolves into extreme close-up of

computer screenDavid: But composing electronic music is my

great love.

Sound: Volume of music slowly increases as Davidstops speaking

Camera: Over-shot from behind DavidDavid: I publish my music on my website.

Opening Sequence of a Television DocumentaryA storyboard provides a plan of the images, sound and dialogue to be filmed.The following storyboard depicts the opening frames from a documentary entitledAustralians All . . . This documentary was filmed by a group of students.

Presenter: Kylie NguyenSound: Cacophony* of young voicesCamera: Title to screen

Frame 1

Sound: Voices continuedCamera: Long shot of Kylie

Sound: Voice overCamera: Long shot of islandKylie: David lives on an island but his location

does not limit him.

Sound: Sounds of waves and seagullsCamera: Zoom into mid-shot of DavidDavid: Fishing is a way of life for us.

*Cacophony – many background sounds which are mixed together

Text 3 – Storyboard

Read the text on pages 10 and 11 and answer the questions that follow.

Frame 2

Frame 3 Frame 4

Frame 5 Frame 6

Frame 7 Frame 8

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Sound: Muted sound of cricketCamera: Close-up of RaniaRania: Considering my background, it’s not

surprising that I love the game.

Sound: Crowd applauseCamera: Zooms in past trophy onto photo. Settling

on close-up of RaniaRania: I am in the school team and last year we

won the championship.

Sound: Background supermarket soundCamera: Close-up of MitchellMitchell: I’m saving up for a car. I’m almost half-way

there. I want to keep this job for anothersix months.

Sound: Alternating between car revving andschool yard

Camera: Montage* of car and school imagesMitchell: I’m in Year 12 and it’s getting harder to

balance work and school.

*Montage – combining different elements into a single picture.

Sound: Cricket sounds and muffled commentaryCamera: Screen dissolves to a cricket gameUnidentifiedgirl’s voice: I love cricket, Adam Gilchrist is my hero.

Sound: Sounds of cricket crowd. Voice overCamera: Pans across cricket crowd to Rania.

Extreme wide shotKylie: Rania’s family comes from Pakistan.

Sound: Background supermarket sound. Voice overCamera: Pan from carpark to supermarket entranceKylie: Betcha this is familiar to lots of you, no

matter where you live. How many of youmake money working in a place like this?

WOOLWORTHS

Sound: Muted music. Voice overCamera: Mid-shot of Mitchell stacking shelvesKylie: Stacking shelves isn’t glamorous but for

Mitchell it gets him one step closer to his goal.

Frame 9 Frame 10

Frame 11 Frame 12

Frame 13 Frame 14

Frame 15 Frame 16

21 Why does Frame 2 have Kylie in front of the Opera House?

(A) It shows her location and represents youth.

(B) It establishes her location and symbolises Australia.

(C) It symbolises Australia and establishes her character.

(D) It represents Australia and glamorises her character.

22 Why does Kylie use the words ‘Hi guys . . .’ to address her audience?

(A) To use informal language

(B) To use colloquial language

(C) To appeal to young people

(D) To appeal to an audience of boys

23 What is the purpose of the map in Frame 4?

(A) To reinforce that Kylie is Australian

(B) To reinforce that this is a travel documentary

(C) To show David’s location on an island

(D) To show that the documentary is Australia wide

24 Why does the camera come closer and closer to David in Frames 5–8?

(A) To focus on his passion

(B) To focus on his hobbies

(C) To make him appear interesting

(D) To make him appear mysterious

25 What is the effect of having an unidentified girl’s voice in Frame 9?

(A) To focus on Adam Gilchrist as a hero

(B) To focus on the game of cricket

(C) To create interest in the documentary

(D) To create suspense about the girl’s identity

– 12 –

26 What is the main purpose of Frame 12?

(A) To emphasise the rest of the team

(B) To emphasise that girls play cricket well

(C) To present Rania as part of a successful team

(D) To present an image of Rania’s prize

27 Why does Frame 16 depict contrasting images and sounds?

(A) It illustrates Mitchell’s competing priorities.

(B) It illustrates typical teenage interests.

(C) It implies that Year 12 is hard.

(D) It implies that cars are expensive.

28 Why is a presenter included in the documentary?

(A) To interview each individual

(B) To link the individuals

(C) To be the subject of the documentary

(D) To provide a female role model

29 What is the significance of the documentary’s title frame ‘Australians All . . .’(Frame 1)?

(A) It is a clever use of alliteration.

(B) It emphasises the diversity of our population.

(C) It is a phrase from the national anthem.

(D) It represents Australian youth.

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THE FLYING MACHINEby Laura Perusco

Laura Perusco grew up on a property in Foxground, a rural area south of Sydney. At the timeof writing she was in Year 12. Her story was published in an anthology of Young Australians’writing. Laura describes her story as ‘A symbol of freedom and childhood memories.’

*halcyon – carefree and joyous**penchant – a taste or liking for something

Text 4 – Short story

Read the text on pages 14 and 15 and answer the questions that follow.

It was always more than just a cablestrung between two trees. More than arickety old seat suspended head-spinningly high above the paddock. Theflying fox was our flying machine.

I can still remember the Christmasholidays when Dad built the flying fox.Living way up on the plateau, mybrothers and I couldn’t walk to theplayground like town kids. We didn’tneed to – our backyard was anadventure in itself, far more fun thanany park.

They were the sort of halcyon* summerdays where the sunshine seems to lastwell past when it should be nightfall.The air is warm before dawn and so isthe water in the pool. The long, sweetdays when you can buy mangoes by theboxful and have a whole one, bothcheeks and the middle, all to yourself.While most summer holidays seem todisappear as quickly as the mangoes,the 16 days it takes Dad to complete theflying fox stretch to infinity.

First, Dad attaches the cable to the twotallest trees near the house, a good50 metre run from one end to the other.The trees are huge. Even if three of us –

Dad and Ross and I – stand flat againstone of them and hug the trunk, trying tomake our hands meet, there is still awide gap between Dad’s fingertips andmine. Maybe if Mum helps and Tonywhen he is older, we will be able toencircle the tree.

The metal rope is so high up that Dadbuilds a wooden platform halfway upthe first tree. This can only be reachedby way of the extension ladder, a devicethat must be erected and removed byDad – it is far too unwieldy for Ross andI to manipulate. It cannot be left up,leaning against the platform, becauseTony has a penchant** for danger. Hecan barely walk, but scrambling up theladder presents no problem.

I can’t see how anyone could fall off theplatform anyway. It is enclosed on threesides by tough chicken wire. And no-one would be silly enough to venturetoo close to the open edge where theflying fox will dock – unless of course tocarefully examine the perilous drop.Mum is down there, waving her armsand yelling something . . . ‘What’s that,Mum? Come down? The long way?Why, what’s the short way?’

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For days after the platform is finished,nothing happens. Dad is in the shed,working on the chair-like device thatwill be suspended from the cable. Itseems as though Christmas has comeand gone while he’s been banging awayin there.

Then, finally, we are allowed to glimpsethe pilot seat of our flying machine. Atimber and chipboard base, a metal rodextending vertically from each of thecorners, an old dog chain encircling it asa seatbelt. To my eyes, it is a throne,crowned by the two silver wheels thatgleam atop it.

The carriage is suspended from thecable within half-an-hour of therevelation.* A yellow rope now trailsfrom its base, to haul the contraption tothe platform. I can’t wait!

Dad grabs the rope and runs toward thelaunch tree. The wheels above the cablewhiz round at an incredible speed. Rossand I are already squeezed onto theplatform together, clamouring for firstgo. My older brother is such a softie – Iwin.

The flying fox jerks to the platform.Carefully, I slide around into the seat.The dog chain is firmly clasped tocompletely encircle the chair. Rossunhooks the rope from the back andholds one of the vertical rods anchoringthe chair to the platform.

Suddenly, I am nervous. Looking down– whoops, bad idea – I see Tony’s brightlittle face beaming up at me. It seems anincredible distance away.

I grip the rods hard and look around atRoss. ‘Don’t push, okay?’

Ross grins. ‘Ready?’

I don’t like that grin.

‘Set?’

I really don’t like that grin.

‘GO!’ With an almighty shove, Rosssends me hurtling from the platform.

I scream as loudly as the flying fox’swheels – my feet kick in empty air, myhair whips about my eyes, the other treespeeds towards me . . .

And I can fly.

Then I am whirring backwards, slowing,stopping. The flying fox rocks gently asgravity takes hold once more.

The laughter bubbles up inside me,unstoppable, uncontrollable and Dadreaches up to lift me down from myflying machine.

To think those days seemed to stretch on forever... I can remember them soclearly it is like watching an instantreplay in my mind. But in reality, theywere long ago.

Now, the cable sags low in the middle.The wheels atop the carriage are rustedstill. The flying fox is too old – it isbeyond flying again.

I don’t feel like I am.

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*revelation – a revealing or showing

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30 Why is the flying fox described as ‘more than just a cable . . . More than arickety old seat’? (lines 4–6)

(A) It defies description.

(B) It inspires imagination.

(C) It is well-constructed and safe.

(D) It is a complicated piece of machinery.

31 What judgement is expressed in lines 11–16?

(A) Children living in towns have better facilities.

(B) Children are too lazy to find things to do.

(C) It is better for children to create their own entertainment.

(D) Life is harder for children living in isolated locations.

32 Which aspect of summer is most emphasised in lines 17–28?

(A) The passing of time

(B) The feeling of warmth

(C) The sweetness of summer fruit

(D) The brightness of summer sunshine

33 What language technique does the writer use in lines 32–39 to emphasise theunity of the family?

(A) Hyperbole

(B) Irony

(C) Paradox

(D) Symbolism

34 What is the meaning of the word ‘unwieldy’ as used in line 45?

(A) Complicated

(B) Dangerous

(C) Difficult to handle

(D) Difficult to understand

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35 What does the writer imply by the phrase ‘the short way’? (line 61)

(A) Climbing down the tree

(B) Coming down the ladder

(C) Using the flying fox

(D) Jumping to the ground

36 What is the tone conveyed in the phrase ‘. . . nothing happens’? (line 63)

(A) Anger

(B) Anticipation

(C) Contentment

(D) Frustration

37 What language technique does the writer use in ‘it is a throne, crowned by thetwo silver wheels’? (lines 74–75)

(A) Alliteration

(B) Metaphor

(C) Personification

(D) Simile

38 Which word is an example of onomatopoeia?

(A) Grabs (line 82)

(B) Whiz (line 84)

(C) Squeezed (line 85)

(D) Softie (line 87)

39 How does the mood change in the section from line 77 to line 99?

(A) From contentment to disappointment

(B) From contentment to trepidation

(C) From excitement to trepidation

(D) From excitement to disappointment

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40 What is the connotation of the word ‘anchoring’? (line 94)

(A) Security

(B) Isolation

(C) Restriction

(D) Permanence

41 What effect does the writer hope to achieve by the phrase ‘. . . whoops, badidea . . .’? (line 97)

(A) The reader is amused at the main character’s predicament.

(B) The reader is distanced from the actions of the main character.

(C) The reader feels afraid for the main character.

(D) The reader feels critical of the main character’s behaviour.

42 Why does the main character think ‘I really don’t like that grin’? (line 105)

(A) She believes that her brother is laughing at her.

(B) She thinks that her brother is about to embarrass her.

(C) She realises that her brother is about to betray her.

(D) She worries that her brother is going to harm her.

43 What is the message conveyed by the final sentence ‘I don’t feel like I am’?(line 129)

(A) She does not feel young any more.

(B) She is still able to ride a flying fox.

(C) She still has the potential to achieve.

(D) She is no longer in good physical condition.

44 Which quote best reflects Laura Perusco’s statement that this story is ‘A symbolof freedom and childhood memories’? (line 3 )

(A) ‘The flying fox was our flying machine.’ (lines 7–8)

(B) ‘It seems as though Christmas has come and gone.’ (lines 65–67)

(C) ‘The laughter bubbles up inside me.’ (line 116)

(D) ‘To think those days seemed to stretch on forever.’ (lines 120–121)

45 Which words best describe the style of writing in this short story?

(A) Objective and analytical

(B) Subjective and reflective

(C) Interpretative and personal

(D) Imaginative and historical

Please turn over

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© Board of Studies NSW 2006

BLANK PAGE

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Print run

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2006 School Certificate Specimen Test

English–literacy

Section 1 (continued)

Text 5 – Poem

Read the poem on page 22 and answer the questions that follow in the spaces provided.

Please turn over

Centre Number

Student Number

Spellchecker by Adam Ford

A gremlin with liquid paper in one handand a dictionary in the otherscuttles spider-like amongst my words,

checking each letter for its placement,assessing correctnessand suggesting alternatives.

Couch and touch for s-o-u-c-h.Friend for f-r-i-e-n.It reminds me there are two p’s in appropriateand a capital S in Spain.

At night, with the computer’s exhaust fan still,my spellchecker dreamsof the two c’s in accessible,the two r’s in embarrassedand the silent p in pseudo.

It dreams of a town of misspelt words,with telephones spelt with an f.A town that requires the services ofa brave lexicon* like itself.

High noon, and it faces down definitely spelt with an a.

With one shot it correctly positions the e and i in receive.

The words of this town are gratefulto the spellchecker and its quick draw.It smiles at them and modestly says“Don’t thank me, I’m just doing my job.”

And with a wink of its eye to the school teacherand a tip of its hat to the mayorthe spellchecker leaps astride its horse,spins its gun around its trigger fingerand rides off into the ess-you-enn-ess-ee-tee.

*lexicon – dictionary

5

10

15

20

25

30

– 22 –

Reproduced from 'Not Quite the Man for the Job' (Allen and Unwin 1998) with permission from Adam Ford.

Marks

– 23 –

46 In the first three lines of the poem, the poet describes his computerspellchecker. Identify ONE language device used in lines 1–3.

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47 Identify TWO things the spellchecker does that help the poet with hiswriting.

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48 The poet establishes an image of the spellchecker dreaming of itself as acowboy hero helping a town where there is a problem (lines 16–30).

(a) What is the town’s problem?

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(b) How does the poet establish the image of the spellchecker asa cowboy?

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1

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49 What is the poet’s attitude to the spellchecker? Support your answerwith references to the poem.

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50 In what ways might this poem appeal to an audience of present day highschool students?

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3

4Marks

– 24 –

Print run

– 25 –

2006 School Certificate Specimen Test

English–literacy

Section 2 — Writing

30 marksAllow about 40 minutes for this section

This section has TWO questions

Question 51 10 marksQuestion 52 20 marks

Answer the questions in the spaces provided.

Please turn over

Centre Number

Student Number

– 26 –

Allow about 15 minutes to answer this question

Answer the question in the space provided.

In your answer you will be assessed on how well you:■ express your ideas using a diary entry with language and structure

appropriate to audience and purpose■ use spelling, punctuation, grammar and paragraphing appropriate to the task

Question 51 (10 marks)

A Diary Entry

Imagine you are EITHER the father OR the mother in the short story, The FlyingMachine. (See pages 14 and 15)

Write a diary entry reflecting on the events described in the story.

Your response should include your observations and feelings about these events.

Question 51 continues on page 27

Question 51 (continued)

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End of Question 51

– 27 –

© Board of Studies NSW 2006

BLANK PAGE

– 28 –

2006 School Certificate Specimen Test

English–literacy

Section 2 (continued)

Allow about 25 minutes for this question

Answer the question in the space provided.

In your answer you will be assessed on how well you:■ organise, develop and sustain your ideas■ present your ideas in the form of a letter■ use language appropriate to audience, purpose and context ■ use spelling, punctuation, grammar and paragraphing appropriate to the task

Question 52 (20 marks)

A Letter

A research team is seeking young people’s impressions of the future.

Write a letter to the research team outlining what the future might hold for you.

Question 52 continues on page 30

Print run

– 29 –

Centre Number

Student Number

Question 52 (continued)

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Question 52 continues on page 31

– 30 –

Question 52 (continued)

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End of test

– 31 –

© Board of Studies NSW 2006

BLANK PAGE

– 32 –

– A –

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English�literacy 2006 School Certificate Specimen Test Mapping Grid

For each item in the test, the grid shows the marks allocated, the syllabus outcomes it relates to, and the bands on the performance scale it is targeting. The range of bands shown indicates the performance candidates may be able to demonstrate in their responses. That is, if an item is shown as targeting Bands 3�5, it indicates that candidates who demonstrate performance equivalent to the Band 3 descriptions should be able to score some marks on the item, while those who perform at Band 5 or above could reasonably be expected to gain high marks. In the case of one-mark items, candidates who demonstrate performance at or above the bands shown generally could be expected to answer the item correctly.

Question Marks Syllabus Outcomes Targeted

Performance Bands

Section 1 Text 1�Newspaper Article

1 1 1, 9 4�5 2 1 1 3�4 3 1 1, 7, 9 3�4 4 1 1 2�3 5 1 1, 2, 4, 6, 7 4�5 6 1 1, 9 2�3 7 1 1, 7, 9 3�4 8 1 1, 4, 5 4�5 9 1 1, 7, 9 4�5

10 1 1, 2, 4, 5, 7 4�5 Text 2�Brochure

11 1 1, 2, 4 2�3 12 1 1, 2, 4, 5 3�4 13 1 1, 2, 4 3�4 14 1 1, 2, 4, 5 2�3 15 1 1, 2, 4 4�5 16 1 1, 4 5�6 17 1 1, 4 5�6 18 1 1, 4 3�4 19 1 1, 4, 9 4�5 20 1 1, 2, 4, 5 3�4

Text 3�Storyboard 21 1 1, 2, 4, 5, 6 3�4 22 1 1, 2, 4, 5 3�4 23 1 1, 2, 4, 5, 6 3�4 24 1 1, 2, 4, 5, 6 4�5 25 1 1, 2, 4, 5 4�5 26 1 1, 2, 4, 5, 6 3�4 27 1 1, 2, 4, 5, 6 3�4 28 1 1, 2, 4, 5 4�5 29 1 1, 2, 4, 5, 8 4�5

Text 4�Short Story 30 1 1, 2, 6 4�5 31 1 1, 9 2�3 32 1 1, 2, 5, 6 3�4

Question Marks Syllabus Outcomes Targeted

Performance Bands

33 1 1, 2, 5, 6 3�4 34 1 1 2�3 35 1 1, 5 3�4 36 1 1, 4, 5, 6 5�6 37 1 1, 4, 5, 6 3�4 38 1 1, 4, 5, 6 3�4 39 1 1, 2, 4, 5, 6 5�6 40 1 1, 2, 4, 5, 6 4�5 41 1 1, 2, 4 4�5 42 1 1, 5, 6 3�4 43 1 1, 2, 4, 6 3�4 44 1 1, 2, 4, 5, 6 5�6 45 1 1, 2, 4, 5, 6 5�6

Text 5�Poem 46 1 1, 2, 4, 5, 6 2�3 47 2 1 2�3

48a 1 1, 4 2�3 48b 4 1, 2, 4, 5, 6, 7 3�6 49 4 1, 2, 4, 5, 6, 7 2�6 50 3 1, 2, 4, 6, 7, 9, 10 2�6

Section 2 51 10 1, 2, 4, 5, 6, 8 2�6 52 20 1, 2, 5, 6, 7, 8 2�6