Extended Response Writing in HSC Geography
There are two parts to approaching an extended response:
1. Reading the question
2. Writing the response
1. Reading the Question
By effectively reading the question you find out what FACTS and
TOPICS are required how the examiners want you to answer it.

How do I effectively read the question?
o
Determine what syllabus dot point it is from?
All questions are based on a syllabus dot point. Once you can
recognise what syllabus dot point it is from you then know what
information to write
Look for the BOSSY WORDS (DIRECTIVE VERBS)
i.e. Analyse, evaluate, discuss, outline, compare, evaluate,
explain… etc
These words tell you the style of paper you need to write and
the examiners are looking for SIGNPOSTS that show you have
followed the directive verb.
o
Look for the BOSSY ‘S’
These indicate plural i.e. more than one. For example,
ecosystem compared to ecosystems. This usually refers to
case studies and examples. If the question has a bossy ‘s’ and
you only use one example you automatically do not qualify for a
band 5 and 6.
.
o
2. Writing the Response
Let’s simplify what an extended response is? In its most simplistic
definition an extended response is a series of logically connected
paragraphs that are related to a topic. So, the basis of an effective
extended response is that you have well constructed paragraphs.
The Paragraph
 ONE paragraph = ONE key point about the topic you are writing
about. The biggest mistake many students make is that they try to
say too much in ONE go. It is better to spread your ideas over a few
paragraphs.


Sentence back- It is crucial to show the examiner that you are
answering the question. The best way to do this is to SENTENCE
BACK. Use words from the question to show that you are answering it
directly. The best place to sentence back is in the first sentence of a
paragraph (topic sentence).

Basic Paragraph Structure (T.E.E)
Each paragraph have these elements. As you getter better at writing you can mix them up a bit to
make it interesting, but it is recommended that you stick to this formulae in exams as it ensures
there is no ambiguity about what you are writing about.
T –Topic Sentence (introduces the point you are making and
sentence back to question.
E- Explanation (puts your topic into perspective by usually defining
it, explaining key points and/ or giving other crucial background
information.
E- Examples. Key explanations and examples are given in these.
The more examples you refer to, the better. Go from broad
examples to specific.
The following are additional for those higher order questions.
E- Evaluative sentence/s. This is for higher order bossy words,
where you make a judgement or linkage or contradictory point.
CS- Concluding sentence to let the reader know you’ve finished
your point (you can start to link to next point)

Signposts- Depending on the bossy word examiners need to see
key phrases or terms that show you are writing a style of paper that
was directed by the question. Also, you need to signpost to the
reader that you understand the concepts and content thus you will
use the key terms assocaited with you r topic. That is why it is
important to memorise the technical words.
SIGNPOSTS
SIGNPOSTS
Q. Describe the spatial patterns and dimensions of ONE ecosystem at risk that you have
studied and analyse the negative human impacts.
The coral reef ecosystem of the Great Barrier Reef has many spatial patterns and
dimensions and negative human impacts that make it an ideal case study of an ecosystem
at risk. Spatial patterns and dimensions such as location, latitude, altitude, continuity, size and
shape (extent) help in understanding the biophysical functioning and vulnerability and resilience of
the GBR. Furthermore, there have been a number of human impacts on this ecosystem at risk
such as shipping, fishing, collection, and tourism that has had serious implications on the
functioning of this fragile ecosystem.
One spatial dimension and pattern that is important is location. The location of the
GBR is critical as Coral reefs are predominantly found in warm waters particularly in the tropics.
The relative location of the GBR is that it is located in the North East coast of Australia. Also, it is
completely located off the coast of the State of Queensland. It is found in the southern hemisphere
and in particular it is within the tropic of Capricorn. (Refer to figure 1) Its location is important
especially in relation to latitude.
Another significant spatial pattern and dimension is latitude. Latitude refers to the flat
lines north and south of the equator around the earth. The higher the latitude the colder the climate
gets. The latitude of the GBR reef extends from 8 degrees south to 24 degrees south, which
locates it within the Tropic of Capricorn. This is significant as coral reefs need warm water to
survive (between 24 to 26 degrees Celsius) and by being located within the tropical latitudes the
GBR is in an ideal location for optimal coral growth.
Another spatial pattern and dimension is altitude. Altitude refers to the height above
sea level. In the case of the GBR we can refer to the depth of the reef. The ideal depth for coral
reefs ranges from 4m to 30m. This is because coral needs to remain under water- so 4m allows it
to stay underwater especially during low tides. If they go too deep the coral polyps cannot get
enough sunlight to photosynthesise. Thus, the GBR reefs depth ranges from 4m to 30m
respectively.
Another spatial pattern and dimension is size and shape (extent). The GBR is not one
long reef but a number of small reefs. In fact it is made up of over 2900 different shaped reefs such
as ribbon reefs, patch reefs etc. The Marine Park is approximately 348 700 square kilometres witch
makes it very large. Furthermore, the reef is only as wide as where the continental shelf reaches
as identified above it gets too deep. Thus the general overall shape of the reef is long and narrow.
By having a large extent it makes the reef appear very resilient, but by being a combination of
small narrow reefs actually makes this ecosystem vulnerable.
The last spatial pattern and dimension is continuity. Continuity refers to how long the
reef has been present. The current reef has been present in its current form since the last ice age
(8,000-12, 000 years ago). However, it has been built up on previous coral reefs over millions of
years. Coral takes a long while to develop. Any harm done to it takes a long time to recover (low
elasticity) thus making the ecosystem vulnerable. The ecosystem has functioned with minimal
human interference for many thousands of years. It is only in recent times that humans have begun
to impact on it negatively.
One significant human impact that has negative implications is the fisheries. The
fisheries industry depends on the utility value of the GBR. Since there is a variety (biodiversity) and
an abundance of fish the GBR seems it have more than enough. However, prawn trawling and the
use of nets have serious implications on the well being of the reef. Trawling for prawns often
disturbs the sea floor destroying habitats and stirring up silt. Coral reefs do not like turbid water as
it reduces sunlight entering the ecosystem thus impacting a key optimal condition for coral growth.
Further, the use of nets often catches other species not targeted, this is called by-catch. This can
heavily reduce the biodiversity of the ecosystem and thus make it vulnerable.
etc
Past HSC Extended Response Exam Questions
Contrast the nature, character and spatial distribution of world cities with mega cities in the developing
world.
Ecosystems at Risk
Question 20 (2007)
Question 19 (2001)
Critically analyse ONE urban dynamic of change operating in a country town OR suburb.
Analyse the human impacts affecting the nature and rate of change of TWO ecosystems at risk.
Question 19 (2008)
Question 20 (2002)
Analyse the impacts of at least TWO urban dynamics operating in a large city of the developed world.
Question 20 (2009)
With reference to at least ONE ecosystem you have studied, explain the biophysical interactions
which lead to diverse ecosystems and their functioning.
Demonstrate why world cities are powerful centres of economic and cultural authority.
Question 21 (2003)
People and Econmoic Activity
Justify the importance of ecosystem management and protection.
Question 21 (2001)
Question 19 (2004)
Explain how global changes in an economic activity have affected an enterprise you have studied at a
local scale.
Describe the spatial patterns and dimensions of ONE case study of an ecosystem at risk, and analyse
the negative impacts of human activity on this ecosystem.
Question 20 (2005)
Account for the vulnerability and resilience of ecosystems.
Question 19 (2006)
Evaluate traditional and contemporary ecosystem management strategies in terms of ecological
sustainability.
Question 19 (2007)
Evaluate the impacts of, and responses of people to, environmental change, with reference to at least
ONE ecosystem at risk.
Question 20 (2008)
Compare the nature and rate of change that affect the functioning of TWO different ecosystems at
risk.
Question 21 (2009)
Question 22 (2002)
Account for the location of an economic enterprise you have studied at a local scale, and describe the
ecological dimensions related to this enterprise.
Question 23 (2003)
Examine the nature, spatial patterns and future directions of ONE economic activity in a global
context.
Question 21 (2004 )
Assess the environmental, social and economic impacts of ONE economic activity in a global context.
Question 22 (2005)
Describe how environmental constraints and human impacts influence the nature of an economic
enterprise you have studied at a local scale.
Question 21 (2006)
Evaluate the importance of ecosystem management and protection.
Examine the changing nature, spatial patterns and ecological dimensions of a global economic
activity.
Urban Places
Question 21 (2007)
Question 20 (2001)
Describe the nature and spatial patterns of a global economic activity and predict its likely future
directions. Justify your predictions.
Compare the results of the urban dynamics in a large city from the developed world with those in
Christchurch evident in the Stimulus Booklet.
Question 21 (2002)
Examine the role of world cities and the operation of these cities within global networks.
Question 22 (2003)
Describe the challenges of living in mega cities and evaluate the responses to these challenges.
Question 20 (2004)
Explain the relationships between the urban dynamics and the changing economic character of a
large city in the developed world.
Question 21 (2005)
Explain the relationships of dominance and dependence between world cities and other urban
centres.
Question 20 (2006)
Question 21 (2008)
Explain how global changes in an economic activity affect the linkages and flows of people, goods,
services and ideas associated with a local economic enterprise.
Question 22 (2009)
Explain possible future directions of an economic activity with reference to THREE of the factors
shown in the diagram
Legend
2001 Extended Response
2002 Extended Response
2003 Extended Response
2004 Extended Response
2005 Extended Response
2006 Extended Response
2007 Extended Response
2008 Extended Repsonse
2009 Extended Repsonse
Ecosystems at Risk
The focus of this study is a geographical investigation of
the functioning of ecosystems at risk, their management
and protection.
Content
Students learn about:
Ecosystems and their management
•
•
•
•
biophysical interactions which lead to diverse ecosystems and their functioning
vulnerability and resilience of ecosystems
– impacts due to natural stress
– impacts due to human induced modifications to energy flows, nutrient
cycling, and relationships between biophysical components
the importance of ecosystem management and protection
– maintenance of genetic diversity
– utility values
– intrinsic values
– heritage values
– need to allow natural change to proceed
evaluation of traditional and contemporary management strategies.
Case studies of ecosystems
•
TWO case studies of different ecosystems at risk to illustrate their unique
characteristics including:
– spatial patterns and dimensions: location, altitude, latitude, size, shape and
continuity
– biophysical interactions including:
– the dynamics of weather and climate
– geomorphic and hydrologic processes such as earth movements,
weathering, erosion, transport and deposition, soil formation
– biogeographical processes: invasion, succession, modification,
resilience
– adjustments in response to natural stress
– the nature and rate of change which affects ecosystem functioning
– human impacts (both positive and negative)
– traditional and contemporary management practices.
The selected ecosystems at risk could include areas such as coastal dunes,
freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, alpine areas,
rainforests, temperate forests.
Students learn to:
Investigate and communicate geographically by:
•
asking and addressing geographical questions such as
– what are the reasons for the location of the Great Barrier Reef?
– what action is appropriate for managing wetland ecosystems sustainably?
– what will the rainforests of Kalimantan be like in the future?
Use geographical skills and tools such as:
•
•
•
•
•
•
•
•
calculating the gradient of a slope as a ratio
calculating the vertical exaggeration of a cross section describing a specific
ecosystem
determining sight lines between two points
recognising features of changing pressure patterns on weather maps in order to
describe characteristics of different ecosystems
constructing a log of events and activities to manage the development of a
fieldwork activity explaining human impacts on an ecosystem at risk
interpreting frequency distributions and diagrams about energy flows in different
ecosystems
constructing a precis map from an aerial photo or satellite image to describe
spatial patterns of overland flow
using GIS to examine spatial and ecological issues relevant to the protection and
management of ecosystems.
Identify geographical methods applicable to, and useful in, the workplace such
as:
•
•
•
using meteorological data, satellite imagery and aerial photography
constructing environmental maps and compiling environmental impact reports
the relevance of a geographical understanding of ecosystems at risk to a
particular vocation such as: managing a national park, guiding tourist groups,
ecological mapping for surveyors, evaluating dune stabilisation programs
preserving heritage sites.
Outcomes
The student:
H1
H2
H5
H6
H7
H8
H9
H10
H11
H12
H13
explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity
explains the factors which place ecosystems at risk and the reasons for their protection
evaluates environmental management strategies in terms of ecological sustainability
evaluates the impacts of, and responses of people to, environmental change
justifies geographical methods applicable and useful in the workplace and relevant to a changing world
plans geographical inquiries to analyse and synthesise information from a variety of sources
evaluates geographical information and sources for usefulness, validity and reliability
applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts
applies mathematical ideas and techniques to analyse geographical data
explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples
communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral,
cartographic and graphic forms.
Urban Places
The focus of this study is a geographical investigation of
world cities, mega cities and the urban dynamics of large
cities and urban localities.
Content
Students learn about:
World cities
•
the nature, character and spatial distribution of world cities
•
the role of world cities as powerful centres of economic and cultural authority
•
the operation of global networks
•
the relationships of dominance and dependence between world cities and other
urban centres and the changing role of regional centres and the demise of the
small town.
Mega cities
•
the nature, character and spatial distribution of mega cities in the developing
world
•
the challenges of living in mega cities such as housing, traffic infrastructure,
water and power supplies, sanitation services, employment, and other social and
health issues
•
the responses to these challenges such as self-help projects, community selfgovernment, cooperation from NGOs, urban protest and the operations of
informal economies.
Urban dynamics
•
the urban dynamics of change: suburbanisation, exurbanisation,
counterurbanisation, decentralisation, consolidation, urban decay, urban
renewal, urban village, spatial exclusion
•
a case study of the results of the urban dynamics in a large city selected from the
developed world including its
– social structure and spatial patterns of advantage and disadvantage, wealth
and poverty, ethnicity
– changing economic character, nature and location of residential land,
commercial and industrial development
– culture of place as expressed in the architecture, streetscape, heritage
architecture, noise, colour, street life, energy, vitality and lifestyles
– growth, development, future trends and ecological sustainability
•
a case study showing one of the urban dynamics listed above, operating in a
country town or suburb.
Students learn to:
Investigate and communicate geographically by
•
asking and addressing geographical questions such as
– what are the challenges of living in mega cities?
– what is a world city and why are they so important?
– what will the city be like in the future?
Use geographical skills and tools such as
•
calculating population density using maps of a large city
•
constructing a transect to show land use change in a local area
•
describing patterns, linkages, networks and change, using maps of large cities
and other urban areas
•
constructing and interpreting choropleth maps
•
synthesising and evaluating fieldwork data about the dynamics of change in a
country town or suburb
•
interpreting trends from logarithmic and semilogarithmic data about the growth of
mega cities
•
analysing population pyramid data to investigate the implications on health and
social issues of a rapidly growing city
•
calculating the time of day when a photograph was taken and relating a photo to
a map of a streetscape.
Identify geographical methods applicable to and useful in the workplace such
as
•
using GIS, satellite imagery and aerial photography
•
analysing maps including topographic, cadastral and land use maps
•
collecting and analysing urban field data
•
the relevance of a geographical understanding of urban places to a particular
vocation such as: urban and regional planning, designing effective city
infrastructure, planning the delivery of social services, monitoring environmental
quality and sustainability, preserving heritage sites.
Outcomes
The student:
H1
H3
H5
H6
H7
H8
H9
H10
H11
H12
H13
explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity
analyses contemporary urban dynamics and applies them in specific contexts
evaluates environmental management strategies in terms of ecological sustainability
evaluates the impacts of, and responses of people to, environmental change
justifies geographical methods applicable and useful in the workplace and relevant to a changing world
plans geographical inquiries to analyse and synthesise information from a variety of sources
evaluates geographical information and sources for usefulness, validity and reliability
applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts
applies mathematical ideas and techniques to analyse geographical data
explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples
communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral,
cartographic and graphic forms.
People and Economic Activity
The focus of this study is a geographical investigation of
economic activity integrating the local and global context.
Content
Students learn about:
Global economic activity
•
•
•
a description of the nature, spatial patterns and future directions of ONE
economic activity in a global context. The economic activity selected can be from
a wide range of activities such as wheat farming, hydroponics, viticulture,
textiles, tourism, advertising, retailing, wholesaling, information technologies,
financial and business services industries
factors explaining the nature, spatial patterns and future directions of the
selected economic activity such as
– biophysical: climate, soils, topography, site
– ecological: sustainability and resource use
– economic: competitive advantage, consumer demand, mobility of labour and
capital
– sociocultural: tradition, changing lifestyles, labour participation rates
– organisational: ownership, decision making and control
– technological: transportation, information transmission and flows,
biotechnology
– political: quotas, tariffs, compacts, agreements
the environmental, social and economic impacts of the economic activity such as
pollution, resource depletion, labour exploitation, cultural integration, provision of
infrastructure, job creation, transfer pricing.
Local case study
•
a geographical study of an economic enterprise operating at a local scale. The
business could be an individual enterprise, firm or company such as a family
farm, a mine or mining corporation, a hotel, chain of hotels, heritage or tourist
site. The case study should explore
– the nature of the economic enterprise
– locational factors
– ecological dimensions including environmental constraints, climate, and
human impacts on the environment such as pollution and ecological
sustainability
– internal and external linkages and flows of people, goods, services and
ideas
– effects of global changes in the economic activity on the enterprise.
Students learn to:
Investigate and communicate geographically by
•
asking and addressing geographical questions such as
– where are certain crops grown throughout the world?
– how have market preferences changed the pattern of tourism in Australia?
– how do changes in global technology affect enterprises operating at the local
level?
Use geographical skills and tools such as
•
•
•
•
•
•
•
•
analysing spatial relationships using land use and topographic maps
interpreting flow charts depicting trade data
identifying, collecting and recording geographical data from primary sources
through fieldwork
calculating the rate of increase or decrease between two points on a line graph
showing employment change
interpreting a ternary graph depicting raw material inputs
interpreting proportional circles containing pie graphs
calculating the area of a land use or vegetation type from aerial photographs,
absolutely and relatively
identifying spatial associations, interactions and changes from aerial
photographs.
Identify geographical methods applicable to and useful in the workplace such
as
•
•
•
•
analysing census data, statistical registers and digests, economic production
data and reports
analysing aerial photographs, electronic street directories, cadastral maps,
tourist maps, atlases
collecting and analysing field data about economic activity
the relevance of a geographical understanding of people and economic activity
to a particular vocation such as: advising public servants, consulting in market
and commercial research, contributing to environmental impact statements.
Outcomes
A student:
H1
H4
H5
H6
H7
H8
H9
H10
H11
H12
H13
explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity
analyses the changing spatial and ecological dimensions of an economic activity
evaluates environmental management strategies in terms of ecological sustainability
evaluates the impacts of, and responses of people to, environmental change
justifies geographical methods applicable and useful in the workplace and relevant to a changing world
plans geographical inquiries to analyse and synthesise information from a variety of sources
evaluates geographical information and sources for usefulness, validity and reliability
applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts
applies mathematical ideas and techniques to analyse geographical data
explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples
communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral,
cartographic and graphic forms.