The Reading Task is a comprehension style series of questions that you complete after reading a series of unseen texts, ie texts you are unfamiliar with.
It is the first section, ie Section I of Paper 1 for the HSC English exams.
It is marked out of 20 and usually takes 40-45 minutes to complete.
You will have to complete a Reading Task from year 10 onwards. It will be part of the Preliminary Yearly Exam and make up part of the Year 12 Half Yearly and Trial HSC exams. There is a Reading task in the final HSC Exam.
Look carefully at the mark allocation for each question. It will guide you in regards to how much you should write and what you should include. Follow this as a guide:
- 2 marks: 4-6 lines
- 3 marks: 1/3 to about 1/2 a page
- 4 marks: 3/4- 1 page
- 5/6 marks: 1- 1 1/2 pages
2 marks = 1 clear idea/ answer to the question and 1 relevant example/ technique that shows this idea
3 marks = 1 clear idea/ answer to the question and 2 relevant techniques/ quotes that support this idea
4 marks = 1 clear idea that answers the question and 3 relevant techniques and examples that support this idea.
5/ 6 marks = this question involves looking at 2 texts. Begin with a brief thesis that connects both texts to the question- be specific to the terms of the question- ie, use the words of the question. Treat each text like a 3 mark question- 1 idea/answer with 2 relevant examples/ techniques that convey this idea - FOR EACH TEXT. You must write a balanced response- idea and 2 examples for each of the texts chosen. As you shift from one text to another, you should use connectives such as 'similarly', 'in contrast', 'to a lesser extent', 'this is also seen in' etc.
This question needs at least 10 minutes to answer it, so don't write too much elsewhere and run out of time!
Look for key words in the question eg, 'challenge', 'obstacle', or a key emotion eg, 'fear', 'anticipation' , and make sure you address it in your answer
Underline key terms in the question.
Do not waste time re-writing the question.
don't write too much for each question as you will run out of time
make good use of your 10 minutes reading time at the start of the paper to think about your response
include quotes where ever possible
Be specific when naming and identifying the technique
explain HOW the techniques show the idea you are discussing
Whenever you see the word HOW, it means you need to discuss techniques
Remember, all questions want to know: "What is the message of the text and how is it being conveyed?'.
The Importance of the VERBS…..
Each question will have a key verb that will indicate to you the nature of your response. You can have more than one verb in a question. Remember the following:
Question Verb +Action Required
Describe (2 mark questions)
Draw your ideas from the text/ plot. The most basic level of insight.
Explain (3 mark questions)
Answer the question using the text to support your ideas. Some quotes/ paraphrasing. Show the connection of the text to the question through the content and ideas of the text.
Analyse + Examine (4+ mark questions)
Justify your ideas through finding specific examples and naming specific techniques. Use quotes and comment on the effect of the technique. Link the use of the technique back to your main idea and answer the question.
Compare (4+ mark questions)
Structure your response using ‘active comparison’. This means that you use connectives such as “similarly’, “alternatively’, “in the same way’ etc throughout your response. You should alternate paragraphs and integrate your discussion.
Evaluate (4+ mark questions)
Complete your analysis and use EVALUATIVE LANGUAGE to show the impact of your analysis. This means that you have to show the measure of impact/ success of the composer. Use words such as “to a large extent’, ‘effectively’, ‘clearly’, ‘successfully’, ‘directly’, ‘cleverly’ etc.
· Language: rhetorical questions, puns, emotive/descriptive language, poetic imagery (simile, metaphor, personification, alliteration, assonance etc…), tone, modality, exaggeration, caricature, level of language- slang, colloquial, formal/informal, jargon, appeals to authority, allusions, connotation, 1st, 2nd, 3rd, person narrative, passive voice, authorial intrusion, mood, atmosphere, symbolism, motif, euphamism, oxymoron, paradox, irony
· Structural: sentence length, paragraph length, use of punctuation, rhythm, pace, stanza, layout, quotes, use of sub-headings, use of brackets, ‘point form’, italics, capital letters, repetition, juxtaposition
· Dramatic: juxtaposing scenes, creation of tension, use of monologue, staging, direct address to audience, voice-overs, slides/ visual aides, lighting, costume, sets, music, pace of dialogue, staging, symbolism, motif, soliloquy, dramatic Irony
· Visual- exaggeration, parody, use of colour, caricature, positioning, size, shading, layout, symbolism, vectors