Distinctively Visual Thesis Statement Text

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It contains comments on candidate responses to the 2010 higher school certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses. This document should be read in conjunction with the relevant syllabus, the 2010 higher school certificate examinations, the marking guidelines and other support documents which have been developed by the board of studies to assist in the teaching and learning in english standard and english advanced courses. Most candidates found the provided quotes to be a solid platform from which to begin their response to the questions, although in weaker responses, candidates failed to move beyond the use of this quote which limited their discussion.

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Candidates need to be familiar with the board’s glossary of key words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

    in better responses, candidates engaged well with the visual elements of the text and established a link between the visual and how the concept of belonging or not belonging to family was depicted. Weaker responses attempted a description of the image without addressing the ‘how’ aspect in the question.

    In better responses, candidates clearly explained the nature of the relationship, using textual support to provide depth to the explanation. In strong responses, candidates focused on the portrayal of friendship as an alternative source of belonging. They used textual references insightfully to identify issues in the text and went beyond literal interpretations to provide points about the idea of friendship as an alternative to family in establishing a sense of belonging. In weaker responses, candidates tended towards explanation with less apt choices in textual referencing and made more generalised statements about friendship and/or families. In better responses, candidates examined elements of the text in order to interpret the text holistically.

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