strawberrye
Premium Member
As with the analogous thread to the chemistry trial, I will be posting general comments and answering questions anyone may have had on this paper. I am also slowly marking my way through the papers so please be patient until you get your marks and comments back
Some sample answers I have complied:
(Note: These answers are just an indication of an exemplar answer that could get close to, if not, full marks. The diverse nature of English semantics accommodates many other possible answers which can get full marks. As such, use the structure and detail of these answers as a guide to what band 6 responses would look like and assist you in addition with any marked feedback to improve for your HSC exams).
Section I Question 1:
a) Select two aspects of the visual text and explain how these contribute to the composer’s exploration of the inherent barriers that prevents an individual from enriching a communal sense of solidarity.
In text 1, the disconnected heads in the overall schema of a perceived coherent community of linked individuals is symbolic of the innate pursuit for the complete expression of one’s individuality that becomes a psychological barrier for individuals to contribute to establishing a sense of communal solidarity. The composer’s use of antithetical statement “He was the one we feared, as well as the one we relied upon” further accentuates that an inability to forge meaningful interpersonal connections results in eliciting a superficial sense of affinity which undermines the formation of a genuine sense of solidarity.
b) Explore the impacts of time and Grandma on the sustenance of a familial sense of belonging within the persona’s family
In text 2, the composer highlights Grandma acts as a unifying force to connect the family together through metaphorically characterising Grandma as “the Sun which we gravitated and revolved around”. Furthermore, the composer examines the progression of time as a powerful catalyst for the inevitable diminution of a familial sense of belonging arising from decreased opportunities for consolidating connections. This is emphasised by the persona’s alliterative assertion “Marriages and migrations, accidents and appointments…these events had ultimately come to define our characters as we diverged into our own paths”.
c) What are the personal insights about belonging gained by the persona after the bombing and how do these insights come to affect the community’s sense of communal affinity?
Through the traumatic experience of the atomic bombing, the persona comes to realise the fragile nature of geographical connections being destroyed with the demolition of familiar landmarks, a notion asserted through the vivid imagery of the bomb “incinerated orphanages and churches with the blink of an eye”. Furthermore, the persona comes to realise the interminable nature of conflicts which further segregates individuals through the use of pun in his recognition “What proceeded was another war, a war that was not cold, yet threatened to tear us apart all the same”. The composer’s integration of accumulative language “Many became charcoaled remains, many more were burnt and torn by the cruelty of man, by their naivety” further emphasises the potential for catastrophic experiences to demolish any sense of communal affinity as individuals becomes dehumanised by these experiences.
d)Explain how does the composer attempts to challenge dominant social perceptions to transform belonging on a collective scale?
The composer challenges dominant social perceptions by revealing the significant extent to which individuals are disconnected from real life connections, emphasised through the integration of colloquialism and statistical data “80% of teenagers are connected to some sort of technology…for more than 5 hours every day”. Moreover, the composer challenges a prevalent assumption that the number of virtual contacts one has defines the number of meaningful interpersonal connections they form in real life through rhetorical questions such as, “Remember those old primary school friends that you became “friends” with on Facebook and whom you never talk to in real life anymore?” Ultimately, the composer attempts to transform these collective habits through a comprehensive enumeration of strategies for forging more meaningful interpersonal and geographic connections “Logging off your Facebook account…going out to the bush to experience the twitter of birds”
Some sample answers I have complied:
(Note: These answers are just an indication of an exemplar answer that could get close to, if not, full marks. The diverse nature of English semantics accommodates many other possible answers which can get full marks. As such, use the structure and detail of these answers as a guide to what band 6 responses would look like and assist you in addition with any marked feedback to improve for your HSC exams).
Section I Question 1:
a) Select two aspects of the visual text and explain how these contribute to the composer’s exploration of the inherent barriers that prevents an individual from enriching a communal sense of solidarity.
In text 1, the disconnected heads in the overall schema of a perceived coherent community of linked individuals is symbolic of the innate pursuit for the complete expression of one’s individuality that becomes a psychological barrier for individuals to contribute to establishing a sense of communal solidarity. The composer’s use of antithetical statement “He was the one we feared, as well as the one we relied upon” further accentuates that an inability to forge meaningful interpersonal connections results in eliciting a superficial sense of affinity which undermines the formation of a genuine sense of solidarity.
b) Explore the impacts of time and Grandma on the sustenance of a familial sense of belonging within the persona’s family
In text 2, the composer highlights Grandma acts as a unifying force to connect the family together through metaphorically characterising Grandma as “the Sun which we gravitated and revolved around”. Furthermore, the composer examines the progression of time as a powerful catalyst for the inevitable diminution of a familial sense of belonging arising from decreased opportunities for consolidating connections. This is emphasised by the persona’s alliterative assertion “Marriages and migrations, accidents and appointments…these events had ultimately come to define our characters as we diverged into our own paths”.
c) What are the personal insights about belonging gained by the persona after the bombing and how do these insights come to affect the community’s sense of communal affinity?
Through the traumatic experience of the atomic bombing, the persona comes to realise the fragile nature of geographical connections being destroyed with the demolition of familiar landmarks, a notion asserted through the vivid imagery of the bomb “incinerated orphanages and churches with the blink of an eye”. Furthermore, the persona comes to realise the interminable nature of conflicts which further segregates individuals through the use of pun in his recognition “What proceeded was another war, a war that was not cold, yet threatened to tear us apart all the same”. The composer’s integration of accumulative language “Many became charcoaled remains, many more were burnt and torn by the cruelty of man, by their naivety” further emphasises the potential for catastrophic experiences to demolish any sense of communal affinity as individuals becomes dehumanised by these experiences.
d)Explain how does the composer attempts to challenge dominant social perceptions to transform belonging on a collective scale?
The composer challenges dominant social perceptions by revealing the significant extent to which individuals are disconnected from real life connections, emphasised through the integration of colloquialism and statistical data “80% of teenagers are connected to some sort of technology…for more than 5 hours every day”. Moreover, the composer challenges a prevalent assumption that the number of virtual contacts one has defines the number of meaningful interpersonal connections they form in real life through rhetorical questions such as, “Remember those old primary school friends that you became “friends” with on Facebook and whom you never talk to in real life anymore?” Ultimately, the composer attempts to transform these collective habits through a comprehensive enumeration of strategies for forging more meaningful interpersonal and geographic connections “Logging off your Facebook account…going out to the bush to experience the twitter of birds”