L _j ,. . NZ 91100 1111111111111111111 SUPERIIISOR'S USE ONLY NEW ZEALAND QUALIFICATIONS AUTHORITY MANA TOHU MATAURANGA 0 AOTEAROA Level 2 English, 2013 91100 Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence 9.30 am Tuesday 12 November 2013 Credits: Four Achievement Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence. Achievement with Merit Achievement with Excellence Analyse significant aspects of unfamiliar Analyse significant aspects of unfamiliar written text(s) convincingly through written text(s) perceptively through close close reading, supported by evidence. reading, supported by evidence. Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page. You should attempt ALL the questions in this booklet. Pull out Resource Booklet 911 OOR from the centre of this booklet. If you need more room for any answer, use the extra space provided at the back of this booklet. Check that this booklet has pages 2- 8 in the correct order and that none of these pages is blank. YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION. Low Achievement TOTAL 8 ASSESSOfl' S USE ONI..Y ©New Zealand Qualifications Authority. 2013. All rights reserved. No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority. 2 You are advised to spend one hour answering the questions in this booklet. QUESTION ONE: NON-FICTION Refer to Text A, "A Transit of Venus", on page 2 of the resource booklet to answer this question. Analyse how the writer describes his experiences of science, and his understanding that the boundaries of scientific discovery are expanding. In your answer you should: • identify and give examples of techniques used in the text, and explain their effects (techniques might include syntax, similes, and metaphors) show understanding of the key ideas that the writer is presenting • show understanding of the writer's overall purpose. • English 91100, 2013 ASSU USE 3 ASSHSOR'"S USEOH~Y English 91100, 2013 4 QUESTION TWO: POETRY ASS!!SSo USI!O~L.: Refer to Text B, "Cracked", on page 3 of the resource booklet to answer this question. Analyse how the poet uses a physical image, the growing crack in a wall, to examine two characters' contrasting approaches to a growing problem. In your answer you should: • identify and give examples of techniques used in the text, and explain their effects (techniques might include metaphors, alliteration, word choice, and structure) show understanding of the narrator's situation and perspective • show understanding of the poet's overall purpose. English 91100,2013 5 .Aa!IEa&OR'S USE ONLY English 91100,2013 6 QUESTION THREE: FICTION Refer to Text C, "The Daydreamer", on page 4 of the resource booklet to answer this question. Analyse how the writer portrays the young narrator in this passage. In your answer you should: • identify and give examples of techniques used in the text, and explain their effects (techniques might include metaphors, use of dialogue, and narrative style) • show understanding of the situation and the distinct personality that the writer is communicating • show understanding of the writer's overall purpose. \\!a"'~ ~e t\~11\tt{l- .\: lo A W£~h\q.\t CX\omo.\a_~eAV\ '' 'AClk'A'-~ owJ- \oJ)!$ _WVW'V'j 1 0.' ht ·0: US/D LJ'!Du\a -~ : :'.;' m fu Cetvs, -\:!lXJC) f ooo{ovbtus ~ 'aJ Kwl ~ [fW8 ibnahov, J~~; · {~~ -~ ~l~ s~~:~ ~t WfuJ:j £lair~ .~;:\.> kll~ w \tk ~ nn ~ OM fuol h- unvk> o f?c.s~ \\~, o. tlrlai i~ StucK H~ scJrcnL 1h~ ~i->-\\"'d rex&xum!9 ri .f.hJt ~ I)J0l4 Lr tonmunt i!lJ \~ t\"l!\ ~ OvY\ , V .· .; I~ · D' . ':O',. rQom bout t'h &hcx.,;(C) (/k.J; J11?J-' t1ftq£ if I} avz.a :··J~: tfJU{(J fM)/tlf_ al [?. ~ ()lv /L~ r!).R_;tlJ . ;~ \t> \SDOlJJ fuai UM Shoub 010/fe f& .:\~:~?' ·~ ~ · ;\\ . Gt(ec1m1 · ;~t o.c QJ(} ~ \tee 'f?SS w .! English 91100,2013 7 A68USOR'S UIIE ClNLY English 91100 ' 20 13 8 ASSESSOR'"$ Extra space if required. Write the question number(s) if applicable QUESTION NUMBER LJS!:ONLV . I I ·; - I I I I I I I I I I I I 7 I I I ' ... English 91100,2013 I I I I I 7 Low Achieved Exemplar Question 08 Mark Given 1 N2 2 A3 3 A3 Annotation Technique of use of adjective used but not connected to idea. Doesn't look clearly at the ideas of expanding science. Effect of techniques not developed. Understands the symbolic nature of the crack. Some understanding of the responses of the two characters. Limited awareness- begins to explain. Limited discussion of techniques but valid point made. Understands the nature of the boy- ((he doesn't belong", ((dreams about what he thinks his life should be like" . _j L 91100 ,,, NZ._A 1111111111111111111 SUPERVISOR'S USE ONLY NEW ZEALAND QUALIFICATIONS AUTHORITY MANA TOHU MATAURANGA 0 AOTEAROA Level 2 English, 2013 91100 Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence 9.30 am Tuesday 12 November 2013 Credits: Four Achievement Achievement with Merit Achievement with Excellence Analyse significant aspects of unfamiliar written text(s) through close reading , supported by evidence. Analyse significant aspects of unfamiliar written text(s) convincingly through close reading, supported by evidence. Analyse significant aspects of unfamiliar written text(s) perceptively through close reading, supported by evidence. Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page. You should attempt ALL the questions in this booklet. Pull out Resource Booklet 911 OOR from the centre of this booklet. If you need more room for any answer, use the extra space provided at the back of this booklet. Check that this booklet has pages 2-8 in the correct order and that none of these pages is blank. YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION. High Achievement TOTAL © New Zealand Qualifications Authority, 2013. All rights reserved. 12 ASSESSOR 'S USE ON6Y No part of th1s publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority. 2 You are advised to spend one hour answering the questions in this booklet. QUESTION ONE: NON-FICTION Refer to Text A, "A Transit of Venus", on page 2 of the resource booklet to answer this question. Analyse how the writer describes his experiences of science, and his understanding that the boundaries of scientific discovery are expanding. In your answer you should: identify and give examples of techniques used in the text, and explain their effects (techniques might include syntax, similes, and metaphors) show understanding of the key ideas that the writer is presenting • show understanding of the writer's overall purpose. t~~~~~~====~~~ bt.tifve ""'t ovcvo.AA .£¥fl>OSf w~te~J wo.v1d un\lf'QWY\ Shrt\n~" . \h.t:s fuf . ~ bOunctn"t ~. rhaj lhrou ~ \\ouA o.. trw tne tovg~ thi~ itxt ~!Avtt~g of v. ~~ Metarnot~ w~ \txt ttChni~k\t .. .ShOW-1 of S_tien.hf\c . t1 otiC%' f ,~ LA~ cMSCOVt~ . Plf~ fuW t\-le w~ rr Ulr s SL4rl1 cu . "th~ 0\V\ obvl()V.~ bvtt oui af th( . s~n.. LtRt ~. . smo.M . eb:~.'J? in 0 c&n"~ t,r·. _. et OJ:t ·~ wrv:~ towQ oJso 'of consioered tA Simi\~ , -~"'d ·' tnn~iblt f\.,iarusw o.fsc _b.issing t\1t s.un from w,t\-v\·n CAhd .thth. attaching II. '1t~f5t +wo 1h.t transt..t of. VfhMS, th.e W'etaettafS wYV:ev ~Vf htH ·U£ect bam reffrr\r\ 9 tu ~t1e m£!0~\'\erfS t\1\o..t ven.u ~. 1~ . MOvf~~ . a <YO) s . i\AY\. \n. . tJ.. w~ . thoJ \~ txW\V\ ~, ~{'.Sf Mtk:CApi'lov L (Nif flA~~ \A~ed __ ~~ £,\ W~ tj'\DJ lA-t(Yibf~ J~t WY\A~~\ Vf{w 1 exy>-ttt."_{nCt~ of Seitnce. Qf\f S1VV\.A.At ~ +o TN t~!!!S~ fht , wn~~y . WrMj 1\:lt 'rHA~ USfk' . l ~c c _ "fh.A.ttt~:t·n, English 91100, 2013 t.Arl<r fQtjJ"(MJ S:"' ~ 3 th.\..l SIV'i\...V\t to W()Jk{ll~~ no~t frovn u~ts H-t t~dren., gets tn~ w~tv txptnt_"rcs \tv.·~ tr~ntvt th.{ W\\ntS)\l\'\9 ~'fSC~~~~ School of VfnM ~. th~ actions QS _ thf~ i~~ of tne ~...-~. tJ ot o~ trchnA'({ru,..s to de~(hh~ ~~t~ SC..t''(V"tt • ht wso. k!~fS . ~f~ to ptDpH 's txpr~ ,·tnrn w1th.- tk. for tX"atl1p\.t , . t.tSt ett.feh'vt c!tscvtbt ~th_tr \:h{ CMA!Ay f\'\t W.ClJ-chA·n~ tb~ h~n_S\.t ~ ~t USE»~ ct MMAAt. Tht W\t\1\ tv l'J so ~hJrs rAn. . }M~q c Qr w~-ev e _ \)f o~cf wcuchfd () honsvt of \lfnMS. \4-t O.oft tlu·~ b~ tht> ).M()9t ~ IV\. tAS~. +h.f \ooP.tcA of OV\ct~rv . ro-t~ o('h_ or: ffQ~.fr '5 ~ft-ft -~ hf'()cl . WiMfr ' of- how s'\ov'M. "®itln3 t~~ ho.0 _~f . ~OOMCM.~\ 2Uh'HV\{M~d ·~ . .;. English 91100,2013 .. .,. 4 QUESTION TWO: POETRY Refer to Text 8, "Cracked", on page 3 of the resource booklet to answer this question. Analyse how the poet uses a physical image, the growing crack in a wall, to examine two characters' contrasting approaches to a growing problem. In your answer you should: · • identify and give examples of techniques used in the text, and explain their effects (techniques might include metaphors, alliteration, word choice, and structure) • show understanding of the narrator's situation and perspective • show understanding of the poet's overall purpose. ~t snow . eor.n ' eur~sr 1n t full . Qom , Itt 1~ br,Mr4t ww , wn-tfP te two .. propH ca*'l .f HV'c\ £A so w.J\ OV\- Cern 0ff! ct ill fm both,. 1h{ . poct u~ej thj()Mbrnett:t a.nd pQvra,Utl . .sttUcturt l*" fu.f SeM-enc~ " o. cn·n~\! to a hcu·rtt·ne .to Mfld llMN . of -~ . thA'"9" to ct r t&tt £A.n iMoge of 111 t qrowirg cracR 1n thf ihgA . "·· so .fuoJ to u . read \J ~ CV(a.it " W\\J t cr ac~ \ 'rY' Set"Sf In UH QJ fast . oa Cf f) of pat\Ac. ln on . o foJAAt lfV\~ 1 the t ook_ ,h~ uf } f,Ntth L o~ _p~St no ~~t1 S~~AnW In{ ChOi(h th ue wordJ so. fuol tk WtH 0. Mftetphov Qr YtQO twD MftU1A(1gs, I #u'rtk tba.t fh.t) StQn:ca cow d DJJo M~().n tnw tbP n~rrOvtov bo 5 QvJ . 0~ .. CA facr J · to . b1.' ~f W\\fM . Sbt ~~ tJchA ~- POtt t'\Gd ev~ posefWMj Sttu ().k\on . e w( rC\n .se < English 91100, 2013 5 ~ -----;:--~-----------~---~---~5~SOR'"II I iJr·M bt,A,Vtd n 0.1'\d -\-IAe StOll" c-a ~ V\G\rro.tov) . ~ Th,. QV'Q 5th ~ou t(~~ V.H~ )~~Y~SS,~V\ ~~, b~clfvr approach. O'Jfra.M, tVvr Such wtno !A) ~(Avvo.AA~\ Srtu.thAf~ tv yead ~{ s TW~ t\1\.(1 p~op~ I c~n't BAN~ po.,ttt'nq V\Q.h'Otor cro,·cf, I~ lh< r~eton'<'o.A QV\ 3col , V\O\cf' 9\Vi'~ V\Ot .. n~Q~~ _p~r \,.\&eS ~ al (). ~ -t~-eiv rr Ot {"' Solt.v\i6n. bot\\~ QC tVlf I.NI~ ~ +tcbnlquf'S plA\rfO~f J. o.rrass, ~ wa,JA - wh-P t-t eo.n af~ct tvtfM Ih =::: English 91100, 2013 4t~ Q.. U'ft-h OV' ' av ~ st~uchAre ,fY\i~~~p\1<>n1 ~o ~ti, ~ f1'n~ 11-1 ~~ 6 QUESTION THREE: FICTION A.8SI!!ili Ufi ~ O I Refer to-Text C, "The Daydreamer'', on page 4 of the resource booklet to answer this question. Analyse how the writer portrays the young narrator in this passage. In your answer you should: identify and give examples of techniques used in the text, and explain their effects (techniques might include metaph_ors, use of dialogue, and narrative style) show understanding of the situation and the distinct personality that the writer is communicating • • • show understanding of the writer's overall purpose. 1\)H wnk;rt tbf _~QYt'\@ .11\~0v\ I) at V)HN Puvvost , in- tru s ~to~ , 1b~tvt, 1~ ~M~ _+o : harro..tor) exQfktn}Ct _Qt __ . grow\·nq . ~p . 1n zeoJond , 1b~ wv-vtev Snows fV\oJ the narra.lot a lonuy ~ . n()r rL\J1V{ SVdR ~t'\~ 1~ IAV\- SbjH of whA,'hg \) tr'diV\g t-o the as WUj tr\Jr1o.Jn \!Jif\'\ Srrt)ggu\"~ 5ff\ttnce COhStG\rJ chva "{)V\ LA\~ wtth tht OV\AAj cM d COMQOnion. ~ t\'u· ~ the fh &onc\.A;Jy thf ~how thoJ tN V\C1rrW"ov h~s . ShOW5 ttJnJ-Cv v to o. chohce aJ feru ~-ev€Aop o fah.tas"'c \mo91noJ1oY' ~ fh1·5 blaMe )t"V\rY' , thoJ ctfvv.·f d wowd Uff ) 11 or 1\-J s StoY\j fh{ ttue o.r dioJ ogu{ ,, o'A, ~ -·s- sCJ vr y ro Y w,' so Vl Hf' ~ b - \::> - b (}I (\a ev.P V1j an f ~ ,, SV\owj tnoJ; nobo<Mj re~ t~Re~ thf navvoJ-or ~no l• '' 1 S~vfOu)~ an~ YY\Ot~.f'5 ftAn o-t ~ ·rfl- b{)COvUS(> h~ wvvtcv l)~e ~ +{ch~.t'Q}ARi Such od w·a;aau{) BYt-ttoVl'ccJ a)AeJhJn\ ~V\.0 Y\U(V w,·y~ .S~\{ to Show thf rea cter ·~ WnM fW ~OUV\ 9 Y\OlroiOy~~ -tXPf~-ff';t e af groW1h9 lAp cta.y~v(orns OvU 1t'Mf . Oven:~vu, tvH T English 91100, 2013 tht 1 · 7 ASSI!S&DR."S USE:ON~'I' English 91100, 2013 8 Extra space if required. Write the question number(s) if applicable QUESTION NUMBER ASSI!UllR'S \lSI! ON\.Y • . ' 1\ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ ,, \ \ \ \ \ \ ·- \ \ \ '. ;,: ,.,. .. English 91100, 2013 . • ~ \ \ \ High Achieved Exemplar Question 12 Mark Given 1 A4 2 A4 3 A4 Annotation Purpose is addressed, supported by the techniques of parallel structure. Identification of metaphor not entirely accurate and explanation of effect vague. Ideas and technical understanding solid but mainly explanation instead of analysis. Identifies that the narrator is not happy with the builder's approach but doesn't really explore what the two approaches are. A literal interpretation of the poem- builder and house owner. Ideas supported by techniques but the effect of these is not always fully explained. Identifying the young narrator as lonely and struggling explained through techniques and evidence from the text. Identifies the idea of escapism/comfort through daydreaming but does not explain fully, or develop.