Area of Study

DISCOVERY
PRACTICE PAPER

2015-20

PRACTICE HSC
EXAMINATION
PAPER

English Standard and

Advanced Paper 1
Total Marks - 45
Section I

General Instructions

Reading Time 10 minutes

Working Time 2 hours
Write using black or blue pen

Pages 26

15 marks
Attempt Question 1
Allow about 40 minutes for this section
Section II

Page 7

15 marks
Attempt Question 2
Allow about 40 minutes for this section
Section III

Pages 89

15 marks
Attempt Question 3
Allow about 40 minutes for this section
DISCOVERY PRACTICE PAPER B: This paper is designed to give students practice
in the Discovery Area of Study.
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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Section I
15 marks
Attempt Question 1
Allow about 40 minutes for this section
Answer the question in a writing booklet.
In your answer you will be assessed on how well you:
demonstrate understanding of the way perceptions of discovery 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, three and four carefully and then answer the questions on page 6.
Text one Illustration: Inventins Illustres, La poudre (Illustration of Inventions, The powder: In
1320 gunpowder was said to have been discovered in France by monks)

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Question 1 continues on page 3

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Question 1 (continued)
Text two Article
I spy a dragonfly
Go west to encounter Victorias rare ancient
greenling.
The ancient greenling, one of Australias tiniest
and rarest dragonflies, has been seen at Long
Swamp, part of Discovery Bay Coastal Park in
Victorias far south-west. The find was made last
December by Reiner Richter during fieldwork
with the Australian Native Orchid Society. It
extends the species known range westward by
245km. Formerly, the insect was known only
from sites in the Goulburn Valley and Wilsons
Promontory, Victoria; Flinders Island; and in north-eastern Tasmania.
Averaging just 2cm in length, the exquisite green thread-like insect is perfectly camouflaged in the
densely vegetated sedge-and-reed-beds it inhabits on the margins of lagoons and billabongs. In
1869, Belgian scientist Edmond de Slys Longchamps was sent specimens of the species and
subsequently named it Hemiphlebia mirabilis (mirabilis meaning marvellous, extraordinary or
amazing). Recent genetic testing has shown that the ancient greenling is a Gondwanan relic and
therefore should carry as much global significance as the platypus.
What little is known about the species has been gleaned from casual observation. It seems to avoid
flight, but has been seen dancing and flaring its white abdomen-tips. First recorded on the Goulburn
River at Yea, 90km north of Melbourne, the ancient greenling was soon under threat. By 1940, only
3 per cent of the areas native-vegetation cover remained; by 1980 there were concerns that the
species was extinct. Drought was only part of the problem. Thirst for irrigation led to a raised water
table, salinity and soil acidification; billabongs were degraded by agricultural nutrient run-off and
livestock damage.
We know very little about the distribution, abundance and ecology of many of Australias 324
species of dragonfly, let alone obscure ones such as the ancient greenling. Nevertheless, this and
other lowland species are undoubtedly under threat the Murray River hunter hasnt been spotted
since 1967. Other lowland species, including the swamp bluet, large river-damsel and swamp flattail, have also suffered. The latter was also observed at Long Swamp one of only four recorded
sightings in 20 years. Wetlands are a national treasure, and the presence of the ancient greenling is
an enduring testament to that.
By Simon Mustoe, appeared in Australian Geographic
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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

issue #94, April- June, 2009, pp 45

Question 1 continues on page 4

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Question 1 (continued)
Text three Poem

RICHARD CORY
Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.
And he was rich, -- yes, richer than a king, -And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the light,
And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.
EDWIN ARLINGTON ROBINS

Question 1 continues on page 5

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Question 1 (continued)
Text four Journal
15th August
Dear Journal,
Well, the tree-house is still unfinished. We began in early March and Maddy and I thought wed be
up there in a few weeks. What a joke! Dad really tried but we realised as we went that he might be a
great lawyer but he has no idea how to build.
The first disaster was the tree. After spending an afternoon checking branches for their weight
bearing load and having long scientific discussions about angles and attachments all was in vain.
First there was an ear-splitting crack which was shortly followed by Mums ear-splitting scream.
Her prize Chinese Elm split straight down the centre. We put all plans on hold for a few weeks
while we tried to make it up to her. She still cries when she sees the jagged stump...
Hoping for better luck we started again mid-April. Strategically thinking, Maddy and I involved
Mum in the tree selection. Of course, she actually had a real sense of the problem, so her choice
seemed to work. Meanwhile Dad spent almost a month gathering the necessary tools and
equipment. He had a saw and five nails until Mum took over. In an afternoon she had an
impressive array of tools and materials assembled. Admiration shone in our eyes when we realised
she even had them set out in stages!
All went well for that weekend. Thanks to female power we had cross-beams, a floor and three
walls. Then the next disaster struck (quite literally!). Dad ran into the ladder Mum was up on and
knocked her off. She broke her leg in two places. Poor Mum had to use crutches and have her leg
plastered for eight weeks. All worked ceased. Somehow she doesnt seem in a rush to get back to
construction. The plaster is off but she still limps gingerly around.
Disappointment aside, Ive learned lots from the whole tree-house dream thing. Firstly, nothing you
build is ever as quick as you intend. I should have realised this earlier. Dad took four months to
hang the bathroom mirror and even now its still crooked. Secondly, projects are never as easy as on
television where tree-houses and cubbies go up in one episode. Ha ha ha! Finally, Ive accepted that
Dad just isnt the Handyman King we see on the hardware shop advertisements. Somehow hes
missed those skills and Mum got them. But, whilst hes a genuine danger in the garage, it would
be slack to call him too hopeless. He won the Everton case this week and no-one expected that. Hes
also pretty good at Maths, even if it is just the text-book variety.
Yeah well, Im not sure when well get back to our tree-house and Im too scared to nag Mum too
much. I bring it up regularly (nearly every day) but... well just have to wait and see.
Until next time,
Stevie
Question 1 continues on page 6
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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

In your answer you will be assessed on how well you:

demonstrate understanding of the way perceptions of discovery are shaped in and through texts
describe, explain and analyse the relationship between language, text and context

Question 1 (continued)
Text one Illustration
(a)

How does the illustration show the discovery was unexpected?

Text two Article

(b)

Explain how the value of the dragonflys discovery is communicated in the

final paragraph.

Text three Poem

(c)

How is contrast used to make the discovery in the poem more shocking?

Text four Journal

(d)

Analyse how humour is created in the first two paragraphs to engage the
reader.

Texts one, two, three and four Illustration, Article, Poem and Journal
(e)

Discovery can occur very close to home.

Evaluate which TWO of these texts most effectively show this idea to their
audiences.

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

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 discovery in the context of your studies
organise, develop and express ideas using language appropriate to audience, purpose and
context

Question 2 (15 marks)

Compose a piece of imaginative writing which explores a discovery close to home.
Use ONE of the items below as the central element of your writing. You may choose a written
stimulus or the image.

Drought was only part of the problem

He was a gentleman from sole to crown

Admiration shone in our eyes

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Section III
15 marks
Attempt Question 3
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 discovery in the context of your study
analyse, explain and assess the ways discovery is represented in a variety of texts
organise, develop and express ideas using language appropriate to audience, purpose and
context

Question 3 (15 marks)

How have discoveries been beneficial to individuals in the texts you studied?
In your response you should refer to your prescribed text and ONE other related text of your own
choosing.
End of paper

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Question 3 (continued)
The prescribed texts are:
Prose Fiction

- James Bradley, Wrack

- Kate Chopin, The Awakening
- Tara Jane Winch, Swallow the Air

Nonfiction

Drama

Bill Bryson, A Short History of Nearly Everything

Ernesto Che Guevara, The Motorcycle Diaries
Michael Gow, Away
Jane Harrison, Rainbows End from Vivienne Cleven et al.
(eds), Contemporary Indigenous Plays

Film

- Ang Lee, Life of Pi

Shakespeare
Poetry

- William Shakespeare, The Tempest

- Rosemary Dobson

Young Girl at
a Window
Wonder
Painter of
Antwerp
Travellers
Tale
The Tiger
Cock Crow
Ghost Town:
New England

- Robert Frost
The Tuft of Flowers
Mending Wall
Home Burial
After Apple-Picking
Fire and Ice
Stopping by Woods on a Snowy Evening
- Robert Gray
Journey: the North Coast
The Meatworks
North Coast Town
Late Ferry
Flames and Dangling Wire
Diptych
Media
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- Simon Nasht, Frank Hurley The Man Who Made History

- Ivan OMahoney, Go Back to Where You Came From Series
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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

1, Episodes 1, 2 and 3 and The Response

End of paper

Discovery Practice Paper B

English Standard and Advanced HSC Trial Paper 1
MARKING GUIDELINES
Section I
Question 1
(a)
Criteria
Explains a number of ways the illustration shows the discovery was
unexpected
Explains at least one way the illustration shows the discovery was
unexpected

Marks
2
1

Answers could include:

The image of the explosion takes up most of the illustration which emphasises it was an
important aspect and out of the ordinary
The smoke clouds make it clear this is not a safe event but a shocking one
The facial expression of the monk shows surprise with his wide eyes and open mouth
The monk on the left is positioned in flight. He is the salient figure. He is running away
which reflects his fear at the shock
There is another monk in the (right background) who is leaning against the wall shielding
his eyes with his hands. This implies he was not expecting the explosion.
The broken cauldron and chair show the explosion was not expected as neither were strong
enough to withstand the force
The objects scattered around the room reflect how the explosion has occurred without
objects moved away. This implies it was unexpected.
(b)

Criteria
Explains with textual references how the value of the
dragonflys discovery is communicated in the final paragraph
Describes with limited textual references how the value of
the dragonflys discovery is communicated in the final paragraph

Answers could include:

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Marks
2
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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

The final paragraph works to encourage the reader to understand why the sighting of the dragonfly
is so noteworthy. It is important for its scientific information. It also reminds society about the
importance of wetland areas for species. The writer uses a number of language techniques to add
persuasive force to his comments:
Inclusive pronoun bring the reader close to him and encourage agreement eg. We know
Declarative statements sound certain and definite. These encourage reader acceptance of the
importance of the find eg. Wetlands are a national treasure
Emotive language emphasise the importance of the discovery eg. suffered, an enduring
testament
High modality makes the comments persuasive eg. undoubtedly
Serious and definite tone is convincing eg. Nevertheless, this and other lowland species are
undoubtedly under threat
Factual language and statistics establish authenticity eg. since 1967, only four recorded
sightings in 20 years
Technical language encourages belief in the importance as it sounds learned eg.
distribution, abundance and ecology, species, observed,
Colloquialism positions the reader closer to the writer, (especially with the possible
distancing of the formal language and technical language) eg. let alone, hasnt been
spotted, national treasure
(c)

Criteria
Explains effectively with aptly chosen textual references
how contrast is used to make the discovery more
shocking
Describes with textual references how contrast is used to
make the discovery more shocking
Identifies how it is known the discovery was shocking

Marks
3

2
1

Answers could include:

The poet builds a character of Richard Cory and then contrasts this with his action of suicide. This
is to emphasise that there is a difference between what seems and what is. The discovery of the
town is emphasised by juxtaposing the blunt reality of his violent act which negates the extended
positive image of Richard Cory from the perspective of the town. The other contrast is the idea of
misconception with reality.
Examples of contrasts and how language is used to emphasise them
Cory as gentle vs his violent act: Richard Cory was a gentleman nb. emphasis on gentle.
This is a great contrast to the violent act of putting a bullet through his head
Cory as happy vs his unhappiness: Richard Cory is well groomed, attractive and mannerly
and the assumption is that he was worthy of envy. This implies he has many qualities that he
must be pleased with eg, he glittered as he walked and he fluttered pulses. The repeated
use of And extends his qualities and helps emphasise Richard Cory seemed to have a long
list of admirable attributes. The irony emphasises the contrast between what was assumed
and what must have been. Ironically the townspeople wished we were in his place which
is completely made laughable by the final line. Clearly he was very unhappy as he
committed suicide.
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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Simple surface impression vs the more complicated reality: Richard Cory is rich and
educated which is emphasised through the extreme simile, richer than a king. In its
simplicity (even clich nature) this simile also emphasises the simple thoughts of the
townspeople who cannot think beyond the surface impression. The reference to bread and
meat issues also adds to this. The use of the people on the pavement implies they were the
ordinary street people whereas he was above them.
Physical vs mental issues: The townspeople see themselves as very different to Richard
Cory because of his wealth and opportunities. They think physical deprivation (ie. meat and
bread problems) is the only sort there is. This is contrasted to the problems of Cory which
seemed more psychological.
Generally
The use of the collective us and we helps emphasise that the town was united in its
misconception and emphasises the extreme difference between the reality and the assumed.

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

(d)

Criteria
Analyses effectively with aptly chosen textual references
how humour is created in the first two paragraphs to
engage the reader
Describes with textual references how humour is created
in the first two paragraphs to engage the reader
Identifies some humour in the first two paragraphs

Marks
3

2
1

Answers could include:

Students need to be able to discuss the humour and would be greatly aided by a clear understanding
of the different techniques and being able to refer to them by name in discussion. The writer uses
many different types of humour.
Tone: Mocking and sarcastic and exaggerated to add to the drama of the situation eg. What a
joke!
Sarcasm: What a joke! The writer does not really think it is funny.
Highly emotive language: Exaggerated for humorous effect eg. disaster
Juxtaposition/contrast: The appearance of the father as capable with the reality of his ineptitude and
clumsiness eg: long scientific discussion about angles and attachments, weight bearing load
(note the inverted commas around this in the text emphasise how foreign a concept it was and help
make the contrast with the reality even clearer) vs he has no idea how to build
Reversal of stereotypes: Inverting expected stereotypes in such an extreme way is amusing ie. The
male is clueless about practical building while the female is highly effective.
Exaggeration: The reaction of the mother is exaggerated to be humorous eg. She still cries when
she sees the jagged stump... The prize Chinese Elm split straight down the centre is also highly
exaggerated. The demolition of the tree could not really be more absolute. It is a comical, shocking
visual image.
Repetition: The repetition of ear splitting highlights the reaction of the mother and makes it
almost comical.
(e)

Criteria
Evaluates insightfully how two texts effectively show discovery can
occur very close to home
Discusses explicitly a wide range of techniques each text uses to show
the idea successfully
Discusses texts perceptively, supporting comments with effective
textual references
Explains solidly how two texts effectively show discovery can occur
very close to home
Discusses explicitly some techniques each text uses to show the idea
successfully
Discusses texts soundly, supporting comments with appropriate textual
references
Explains how texts effectively show discovery can occur very close to
home
Discusses some techniques which are used by the texts to show the idea
successfully

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Marks

PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Discusses texts, supporting comments with textual references

Describes how the texts show discovery close to home
Makes some textual reference

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Answers could include:

Text 1
The monks appear to have been working in their own monastery workroom when an unexpected
explosion has occurred, catching them unaware. They appear to have been working on experimental
mixes and witnessed a reaction that was not known about. The title of the text, Inventions Illustres
confirms this. Hence it appears to be a discovery close to home.
Techniques
The monks appear to be in their own premises. It is a monastery by the stones and the arched
windows. It is usual to associate monks in habits with monasteries.
The door is open which implies the monks are at ease and working in their own premises
The room is set up as a place of research and experiment as symbolised by the book and the
distilling glass at the front right. The cook top on the right is also part of a laboratory set up.
Therefore it was their usual place of study. Although the monks are shocked at the explosion
it is clear they were working with chemicals.
The fact there are two of them implies they in a work situation
Text 2
The dragonfly discovery is within Australia. Notably the magazine it is published in is Australian
Geographic. While the article invites the reader to Go west, it is still in their own country. The
close to home site is contrasted to the importance of the discovery it should carry as much global
significance as the platypus. Therefore the article is quite excited by the fact that such an important
discovery is so close to home.
Techniques
The listing of Australian places emphasises the Australian nature of the find eg. Long
Swamp, part of Discovery Bay Coastal Park in Victorias far south-west, Goulburn Valley,
Wilsons Promontory, Victoria; Flinders Island and north-eastern Tasmania
The use of Australian vocabulary emphasises the Australian nature of the find eg.
billabongs, swamp, platypus
The reference to well-known Australian agricultural problems reminds the reader that this
find was close to home: ie Drought was only part of the problem. Thirst for irrigation led to
a raised water table, salinity and soil acidification; billabongs were degraded by agricultural
nutrient run-off and livestock damage
The repetition of Australia and Australian numerous times throughout the text
The tone of the text is admiring and perhaps incredulous. This emphasises the writers
amazement that such a notable discovery has been found so close to home ie. Recent
genetic testing has shown that the ancient greenling is a Gondwanan relic and therefore
should carry as much global significance as the platypus

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Text 3
The poem makes it clear that Richard Cory is a well-known local figure. It is the fact that the towns
people think they know what he is like and how lucky he is to have a privileged life that makes the
shock ending effective. It is clear they discover his life is not what they thought. The discovery that
assumptions are often wrong is shown by the text. This discovery is close to home as it is about
someone they thought they knew well in their own locality.
Techniques
Name of the town is not given, down town which implies everyone knows where it is
The people making the discovery are average and ordinary as shown in We people on the
pavement. This helps show that discovery does not have to be elsewhere for others.
The colloquial language helps make the discovery ordinary and not exotic eg. And he
was, we thought that he was everything
The subject is shown doing very ordinary things in the town like walking and saying Goodmorning
The inclusive terms we and us make the poem seem close to the reader and show the
experience was close to the people mentioned
The use of first person narrative voice makes the poem seem close to the reader and shows
the experience was close to the people mentioned
Text 4
The journal is written by a child who, through the process of building a tree-house, comes to realise
that her parents are not quite as she thought they were. This text shows the idea that peoples
assumptions about others may not always be correct. The discovery about the parents was made at
home and so shows the reader that we are able to finding out new things in the world around us.
This discovery has wider implications for sex role stereotypes. These stereotypical assumptions
about what makes an effective man or woman may not be right. The narrator reassesses her father
but accepts he still has skills He won the Everton case this week and no-one expected that.
Techniques
Inversion: Her father was stereotypically expected to be adept at building but, despite his
scientific discussions, he was fairly limited in his practical abilities. He was also clumsy
and a contrast to the effective lawyer he presented. However, the mother is discovered to be
highly skilled in her building and organisation.
The tree-house is being built at home and the narrator makes the discovery about her
parents: Finally, Ive accepted that Dad just isnt the Handyman King, Somehow hes
missed those skills and Mum got them
The use of first person narrative voice brings the text close to the reader and shows the
experience was close to the people mentioned
The colloquial language helps make the discovery ordinary and not exotic eg. well,
Somehow she doesnt seem in a rush

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Section II
Question 2
Outcomes assessed: H1, H8, H10, H11
MARKING GUIDELINES
Criteria

Marks

Using the stimulus clearly, composes a sustained and engaging

imaginative response
Explores perceptively and creatively a discovery close to home
Demonstrates skilful control of language and structure appropriate to
audience, purpose, context and form

Using the stimulus, composes an effective imaginative response

Explores effectively a discovery close to home
Demonstrates well-developed control of language and structure
appropriate to audience, purpose, context and form

Using the stimulus, composes a sound imaginative response

Explores a discovery close to home
Demonstrates control of language and structure appropriate to audience,
purpose, context and form

Attempts to compose an imaginative response often with little or no

reference to the stimulus
Attempts to explores a discovery close to home
Demonstrates variable control of language and structure with limited
appropriateness to audience, purpose, context and form

Attempts to compose a response about discovery

Demonstrates elementary control of language

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

Section III
Question 3
Outcomes assessed: H1, H2, H3, H4, H7, H11, H12
MARKING GUIDELINES
Criteria

Marks

Evaluates skilfully with detailed textual references how the experience

of discovery results in benefits for individuals
Demonstrates a perceptive understanding of the language and ideas of
the prescribed text
Integrates a well-chosen related text, showing insightful understanding
of its ideas and techniques and its links to the prescribed text
Composes a well-integrated response using language appropriate to
audience, purpose and context
Evaluates effectively with detailed textual reference how the
experience of discovery results in benefits for individuals
Demonstrates a substantial understanding of the language and ideas of
the prescribed text
Discusses an appropriate related text, showing effective understanding
of its relevant ideas and techniques
Composes a cohesive response using language appropriate to audience,
purpose and context
Explores with appropriate textual reference how the experience of
discovery results in benefits for individuals
Presents some prescribed text analysis using appropriate textual
references
Discusses a related text, showing understanding of its relevant ideas
and techniques
Composes a response using language appropriate to audience, purpose
and context
Demonstrates with some textual reference aspects of discovery and its
benefit to individuals
Describes aspects of the text
Attempts to compose a response with some appropriateness to
audience, purpose and context
Refers to aspects of discovery using elementary knowledge of the
text(s)
Attempts to compose a response

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PRACTICE B Discovery English Standard and Advanced HSC Trial Paper 1

MAPPING GRID
DISCOVERY PRACTICE B ENGLISH TRIAL
HSC ADVANCED AND STANDARD PAPER 1
Questio
n
1(a)
1(b)
1(c)
1(d)
1(e)
2
3

Mark
2
2
3
3
5
15
15

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Content
Area of Study
Area of Study
Area of Study
Area of Study
Area of Study
Area of Study
Area of Study

Outcome
H6
H4, H6
H4, H6
H4, H6, H7
H1, H2, H3, H4, H6, H10
H1, H8, H10, H11
H1, H2, H3, H4, H7, H11,
H12

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