Paper 1, Section I

[massive]

hey guys, if the text has a hyphen what effect does this have? Also when referring to it can you say ".... the syntactical hyphen...." ?

[jakesilove]

hey guys, if the text has a hyphen what effect does this have? Also when referring to it can you say ".... the syntactical hyphen...." ?

You can definitely talk about it if you feel it's worthwhile! The change in syntax can change how the image sticks in an audience's mind, or even emphasize an aspect of the texts! Totally up to you how you use it, but it's absolutely a valid technique

[elysepopplewell]

hey guys, if the text has a hyphen what effect does this have? Also when referring to it can you say ".... the syntactical hyphen...." ?

I think it is more correct to say "syntactic hyphen" rather than "syntatical hyphen" Jake's advice is correct! Changing syntax is a very direct decision made by the composer, it can privilege one part of the sentence or another, work as an aside or after thought, so on, so on

[BPunjabi]

From looking at section 1 of HSC & trial papers for the Area of Study, examiners are most interested in the following ideas about discovery and as such, they will choose texts which explore these ideas:

1. Self-discovery by way of an encounter which compels the individual to confront a repressed aspect of self - either a cultural identity, or certain wishes and needs that do not conform to society's norms and ideals.
2. Seeing other cultures from a perspective that goes beyond mere stereotyping or preconceptions informed by experiences with one or two individuals who represent that culture.
3. Reflecting on long-held convictions about an issue (revenge for instance, as we see in The Tempest), another individual, or a group, and having to revise that conviction after a spontaneous experience which challenges it.

The best way to prepare for the unseen texts section in my opinion is to think about those ideas and really figure out what they mean by looking at how they are exemplified in your prescribed/related texts. Then compile a list of visual, poetic, and narrative techniques and practice identifying them in the unseen texts of past papers (all available on the BOS website).

Go into the exam with 1. a set of ideas of discovery which cover a wide range of discoveries (such as those mentioned above), and 2. a set of visual, poetic, and narrative techniques.

Before the exam you should do at least two practice papers and apply those techniques and ideas to the unseen texts in those papers. If time permits (and it should! don't leave this to the last minute), check your answers with a teacher or tutor. If you head into the exam with a good arsenal of ideas, techniques, and have practiced applying them to different visual, poetic and fictional pieces under time constraints, you should do well.

I think its going to be pretty good!

[cherryred]

Hey,

When doing part e for Section I of Paper 1, I tend to write approx. 4.5 pages for it even though I have only 5 quotes for one text and 5 quotes for another text and this can be detrimental if I end up doing this in the hsc. Any tips on how to be concise when analysing a quote, relating it to the question and relating it to discovery? I would really appreciate some tips please

Thank you

[studybuddy7777]

Hey,

When doing part e for Section I of Paper 1, I tend to write approx. 4.5 pages for it even though I have only 5 quotes for one text and 5 quotes for another text and this can be detrimental if I end up doing this in the hsc. Any tips on how to be concise when analysing a quote, relating it to the question and relating it to discovery? I would really appreciate some tips please

Thank you

Two things I always get told, in this order:

-Use the rubric
-Lose the waffle.

If you know the rubric (front to back and back to front and all that) youll be able to take a snippet of the rubric and paste it in where it is needed.
— eg This effectively portrays the notion that discoveries are sudden and unexpected

Lose the waffle— you should be keeping to a structure (like PEASES, PEAEAS, TEEL etc) The acronyms are all different but it generally goes

Point/Topic Sentence/Thesis
Evidence/Quote
Technique
Explanation
Link to discovery
Link to next point.

No need to go off your tangent (like i do as well :/) and spend ages trying to work what you have written for parts a-d into e. Its a different question!! Therefore it deserves different quotes and techniques!!! Ok?

Let me know if you have any troubles and i hope this helps

[senara]

Is there some kind of structure when it comes to writing answers for section 1? for example I usually write a rubric statement and then give an example... is that right?

[jamonwindeyer]

Is there some kind of structure when it comes to writing answers for section 1? for example I usually write a rubric statement and then give an example... is that right?

Hey hey! Pretty much!! Roughly I do this:

1-2 Marks: Straight into techniques and examples, concepts throughout. 2 sentences.
3-4 Marks: Short paragraph starting with rubric statement
5 Marks: Two paragraphs each with a rubric statement

But you can alter this slightly of course

[BPunjabi]

Two things I always get told, in this order:

-Use the rubric
-Lose the waffle.

If you know the rubric (front to back and back to front and all that) youll be able to take a snippet of the rubric and paste it in where it is needed.
— eg This effectively portrays the notion that discoveries are sudden and unexpected

Lose the waffle— you should be keeping to a structure (like PEASES, PEAEAS, TEEL etc) The acronyms are all different but it generally goes

Point/Topic Sentence/Thesis
Evidence/Quote
Technique
Explanation
Link to discovery
Link to next point.

No need to go off your tangent (like i do as well :/) and spend ages trying to work what you have written for parts a-d into e. Its a different question!! Therefore it deserves different quotes and techniques!!! Ok?

Let me know if you have any troubles and i hope this helps

Have not looked at the rubric one time after trials... i will just incorporate random words like journey, exploration, critical, political leadership... Wing it big time

[cherryred]

Two things I always get told, in this order:

-Use the rubric
-Lose the waffle.

That's great advice. I am however kinda confused about the fact that my teacher took away some marks from me just because I didn't analyse the quote separately as well (by that I mean I linked my quote to the rubric but not analysed the quote) so clarifications would be appreciated

Thank you

[studybuddy7777]

Two things I always get told, in this order:

-Use the rubric
-Lose the waffle.

That's great advice. I am however kinda confused about the fact that my teacher took away some marks from me just because I didn't analyse the quote separately as well (by that I mean I linked my quote to the rubric but not analysed the quote) so clarifications would be appreciated

Thank you

Hey cherryred,
Now I am kinda confused. If you have a quote, the whole point of it is to analyse it. Part of the analysis includes linking to the rubric, but another part is simply techniques.

Paper 1 Section 1 is all about techniques!! You can simply not go anywhere without talking about techniques. Pick out any of the techniques you have been learning from Year 7 and use it.

Eg- "The salience of the foreign objects in the astronaut's helmet clearly articulates that discoveries can be [rubric chunk]"

Hope this helps

[BPunjabi]

Hey cherryred,
Now I am kinda confused. If you have a quote, the whole point of it is to analyse it. Part of the analysis includes linking to the rubric, but another part is simply techniques.

Paper 1 Section 1 is all about techniques!! You can simply not go anywhere without talking about techniques. Pick out any of the techniques you have been learning from Year 7 and use it.

Eg- "The salience of the foreign objects in the astronaut's helmet clearly articulates that discoveries can be [rubric chunk]"

Hope this helps

Yeah, What part screws you up... I always fu*k up the comprehension part.

[studybuddy7777]

Yeah, What part screws you up... I always fu*k up the comprehension part.

Yeah same..
13/15- Essay
13/15- Creative
9/15- Short Answers

I can never answer them and it really bugs me as it feels like the easiest in both whole papers!!!

[BPunjabi]

.Wait do yo do cssa, Our whole school fuc*ked that up big time. The average for my class was around the 60% mark... I dont know if our teachers were being harsh or I dont know lol

[aoife98]

For a five marker in short answer, what time of themes would you use? For example the 2015 question "Compare how TWO of the texts represent the significance of curiosity in the process of discovering," would a theme be discoveries are far reaching or should it be more typical like families?

Also, do we really need 10 quotes? My teacher said four in total..