1. 1.3 Unfamiliar Text Exam Feedback
CGHS 2017 Exam

2. Break down of how the N grades work
No attempt made
N 1
Gives evidence and/or language feature
Makes no attempt to explain
N 2
Identifies language feature
Gives evidence
Vague, brief or inaccurate explanation

3. Break down of how the A grades work
Identifies language feature
Provides appropriate example
Shows some understanding of how example answers question
A 4
Shows clear understanding of how example answers question

4. Break down of how the M grades work
Convincing understanding of the text is shown. Students explain, in depth, how the technique and example prove an answer to the question.
M 5
Identifies language feature
Provides appropriate example
Presents some explanation & discussion of how the evidence selected answers the question
M 6
Presents a thorough explanation & discussion of how the evidence selected answers the question
A variety of techniques and examples are provided

5. Break down of how the E grades work
Perceptive understanding of the text is shown. Students refer to the author’s purpose/wider context.
E 7
Some appreciation of how the author helps the reader to understand the answer to the question is shown.
Provides appropriate and supporting evidence and discussion
An awareness of author’s craft and/or purpose is shown
Some understanding of the text in relation to wider context is shown
E 8
Clear appreciation of how the author helps the reader to understand the answer to the question is shown.
Perceptive understanding of the text in relation to wider context is shown

6. Always make an attempt! General Feedback
Giving a technique, an example and explaining a little can get you an Achieved.

7. General Feedback – Part A
Choose a language feature and an example that you are confident is correct
Make it clear in your example where your feature is (underlining is helpful)
When the question asks for “an example” only give ONE example

8. General Feedback – Part B
Think of this like a mini essay. You are showing your understating of the piece and using accurate and relevant language features as your evidence. Language features should not be the basis of our answer – they should support your answer.
When giving examples it’s quality not quantity. You should include 3-4 quality techniques and examples that help to answer the question.

9. General Feedback – Part B
Make sure you answer the question! Many students gave lots of features and examples but never addressed the question.
Many students found that answering the question in their very first sentence gave them clear direction. Eg. The writer’s attitude towards racism was… They then went on to give examples and techniques that helped prove their point.
Remember to refer to how the technique and example you identified in Part A answers the question.
For every example you give you should explain how it answers the question
When providing examples only choose the most relevant part – often students were providing examples that were much too long
When giving an example make sure you name the technique

10. General Feedback Phrases that might help show perception:
The writer’s purpose is…
This relates to… (society, people, history, human behaviour)
The author is wanting us to think about…
The author is expecting us to feel/ think/ act…

11. Text A Most students found this the most difficult of the three texts.
PART A: When providing examples try pick the most effective language feature. For example: “with furry vines they climb” – adjective. “with furry legs they climb” – personification. Personification is the better choice as it is a more deliberate language feature. The word ‘furry’ doesn’t add to the image as much as the use of personification.

12. Text A
PART B
The key words of this questions were “gratefulness for her childhood.”
Many students missed this part of the question, which prevented them from getting a higher grade.
The bullet points are to help you answer the question but you must link these back to the writer’s sense of gratefulness for her childhood.
Students who got merit and excellence in this section made the connection that the piece was more about her relationship and time spent with her father than the act of growing tomatoes.

13. Text A – Popular techniques and examples chosen by students
“They arrive with a crackle and a pop like lights on a carnival ride.” – Onomatopoeia or simile.
“Yellow buds burst like confetti” – Simile.
“Skyscrapers turn to companions” – Metaphor.
“Red prizes” – Metaphor.
“We bask” – Repetition.
“comforting smell… feeling of safety… sounds as it bursts… running down your fingers and throat.” – Sensory imagery.
“My childhood is written in the warmth of the garden” – Metaphor.

14. Text A To get excellence students may have:
Discussed that the writer’s purpose was to show appreciation for her father.
Discussed parent/child relationships.
Discussed family traditions.
Made links between the tomatoes being an extended metaphor for herself.
Discussed how a sense of nostalgia or child-like innocence is created.

15. Text B
The keywords in the question were “the significance of his car” to the writer
You needed to show how the author’s car was significant to him as you saw from your reading of the poem
All examples used in your answer should just have been relative to how we see that the car is important to the writer and what techniques show this

16. Text B Ideas you could have discussed with regards the significance…
The writer affectionately remembers the part his Honda played in his life journey, he reminisces
The car relates to significant moments in the life of the author
The car was a special presence in his life that he does not want to let go of
Like a ‘waka’, the car has taken the writer from homeland to new experiences
His Honda connected him with family
Perceptive and Insightful for excellence..
We are never alone in our journey through life
Significance of objects to people
Personal reflection, personal journeys of growth

17. Text C
The key to getting a good grade for this text was to answer the question.
The question was:
Explain how this and/or other language features helped you to understand the writer’s attitude towards racism in New Zealand
So it was expected that you:
State what the writer’s attitude towards racism was
He disagreed with racism and wanted all of us to take responsibility and stand up against it
Explain and discuss how language features and the examples you chose helped you to understand this attitude

18. Text C – Popular techniques and examples chosen by students
Quotations: “The world will not be destroyed by those who do evil, but by those who watch and don’t do anything about it.”
This helps show that the speaker is not the only person who feels that people should stand up against things they don’t agree with, Albert Einstein does too. Therefore it gives more power to his message.
Te Reo: “Nau mai haere mai whakatau mai ra”
It helps to show that New Zealand is country with more than one culture. The inclusion of Maori in his speech shows that he embraces this and encourages others to do the same.
Historical References/Proper Nouns: Kate Sheppard, Dame Whina Cooper
These are people who have made a stand on other injustices in New Zealand. It helps show his audience that New Zealanders have taken a stand in the past and therefore we can do it again.
Rhetorical Questions: “What kind of country are we and what do we stand for?”
This puts his audience on the spot and encourages them to really think about whether they want to live and encourage a racist country

19. Text C
To gain Excellence students needed to refer to and discuss the text in relation to wider context. This could include, but is not limited to:
That New Zealand is made up of people from multi-ethnic backgrounds
Bystanders and/or upstanders
The advantages of working together on a common goal
Understanding of the tone of this piece could also help students secure Excellence