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Year 9 English examination 2014 page 1

Year 9 English Examination


November 2014
You have two hours to complete this examination.
You must write your answers on this paper and ask for extra paper if necessary.
Use blue or black pen. Do not use twink.
Attempt ALL questions.
You are advised to answer your essay responses FIRST.
Name:

____________________________________________________

Form Class:

____________________________________________________

English Teacher: ____________________________________________________

Time to
take
A

Literature/Film Essay

Marks

60 mins
Achieved / Merit / Excellence

Prose
Comprehension

20 mins

Poetry
Comprehension

20 mins

Static Image
Comprehension

20 mins

Total

2 hours

Achieved / Merit / Excellence

Achieved / Merit / Excellence

Achieved / Merit / Excellence

OVERALL COMPREHENSION GRADE:

Grade

Year 9 English examination 2014 page 2

Section A

LITERATURE/FILM ESSAY

INSTRUCTIONS
Write about ONE OR more texts that you have studied IN CLASS.
If you choose to write about more than one text, the texts you write about could be the same type
(eg, two poems) OR different text types (eg, a poem and a short story). You may have the same or
different authors. You may compare or contrast the texts if you wish.
The text(s) can be any of the following:

novel

non-fiction

short story

poetry / song lyric

drama / play

film

OR a combination of the above (inter-textual studies).

Choose ONE of the topics below (15) and complete the planning box at the top of page 3.
MakesureyouunderstandandcanwriteaboutBOTHpartsofthetopicbefore
youstartwriting.
Makesureyourchosentopicsuitsthetext(s).WriteanessayofATLEAST
200words.
Supportyourpointswithspecificdetailsfromthetext(s).
TOPICS(ChooseONEquestion)
1.

2.

3.

4.

Describeamemorablecharacterinthetext(s)youhavestudied.
Explainhowthischaracterhelpedyoutounderstandakeyideainthe
text(s).
Describeasignificantrelationshipinthetext(s)youhavestudied.
Explainhowthisrelationshiphadpositiveand/ornegative
consequencesinthetext(s).
Describeasignificantplaceinthetext(s)youhavestudied.
ExplainhowthisplacehelpedyouunderstandatleastONEcharacter
orindividual.
(Note:place=timeorsettingthattheeventsofthetextoccur)
DescribeatleastTWOeffectivetechniquesusedinthetext(s)you
havestudied.
Explainhowthesetechniqueshelpedyouunderstandakeyideainthe
text(s).
Note:Techniquescouldincludeimagery,style,vocabulary,or
symbolismORcinematography,editing,lighting,colouretc.

5.

Describeanimportanteventinthetext(s)youhavestudiedthat
shockedyou.
Explainwhythiseventwasimportantinthetext(s).

Year 9 examination 2014 page 3

QUESTION: _____________________________________________________
TEXT(S):

_____________________________________________________

AUTHOR(S): _____________________________________________________
Planning Box

Begin your essay response here. Remember the quality of your writing is more important
than the length of your essay.
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Year 9 English examination 2014 page 4

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Year 9 English examination 2014 page 8

Section B

Comprehension Prose

Extract from The Keeper Barry Faville

10

15

20

25

The volcanos roar was undiminished, in fact it seemed to be reaching a crescendo.


Even several kilometres away we could feel the heat on our cheeks. Then there was
an even mightier explosion, an echoing boom, as the lava column leapt higher than
before. The ground shook and then writhed in a quake that sent us sprawling.
I remember seeing earth moving in waves and ripples, like a mat being flicked in the
wind to clean out dust. The domed roof of the arms dump swelled and collapsed
inwards with a dull thud. I saw a couple of shadowy figures totter from the doorway
before it disappeared in a billow of dust. From inside there was silence.
At precisely this instant I heard the sound that still sends shivers up my back when I
recall it a dry, crackling noise accompanied by a soft, endless hiss. I turned.
A bright orange river was spilling over the volcanos cone and flowing down the slope
in broad torrents. Red hot lava was pouring towards us. Two images stick forever in
my mind: lava flowing like water, yet seeming to restrain itself, as though its steep
plunge should not be over too quickly; then the tongues of lava sliding up and down
over every hollow and gully, their tips glowing orange, covered with black scabs
where the molten material had partly cooled, seeming to lick at every scrap of
vegetation in their path. Burning tussock and incinerated earth gave off the sounds I
had heard. As the tongue tips approached, the ground scorched and burned, hissing
and crackling and dying.
The bulging, orange tongues poised for a few seconds on the edge of the valley
above us, then began to slither downwards in a rush. We ran. I ran blindly. I had only
one thought in my mind: to reach the opposite side of the valley and the rising slopes
before my feet and ankles were grabbed and held by that awful burning orange.
Steam and smoke swirled around my head, the sky roared and hissed, and I could
not suck enough air into my lungs because it seemed to have melted into fire that
was trying to engulf me. I could not tell whether the endless roar was inside or
outside my head.

Year 9 English examination 2014 page 9

QUESTIONS SECTION B:
1.

What two natural disasters occur in this passage?

_________________________________________________________________________
_________________________________________________________________________
N / A
2.

From what distance could the narrator feel the heat of the volcano?

_________________________________________________________________________
N / A
3.

Identify two things this sentence helps show about the sound of the volcano?

The volcanos roar was undiminished, in fact it seemed to be reaching a crescendo.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
N/A/M
4.

Identify the language feature used in the sentence below. Explain the effect.

I remember seeing the earth moving in waves and ripples, like a mat being flicked in the wind.

Language Feature: _________________________________________________________


Effect: ___________________________________________________________________
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_________________________________________________________________________
N/A/M
5.

How did the narrator intend on escaping the lava flow and get himself to safety?

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10

N/A/M
Year 9 English examination 2014 page 10

6.

The narrator states in lines 26-27 I could not tell whether the endless roar was
inside or outside my head. Explain what you think he means by this statement.
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N/A/M

7.

Identify an example of each of the following techniques used in lines 9-19


Explain how these techniques help show the sights and sounds of an eruption.
Simile:______________________________________________________________
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Metaphor:___________________________________________________________
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Onomatopoeia:_______________________________________________________
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N/A/M/E

8.

What mood is created in lines 20-27? Explain how at least two language features
have been used by the writer to create this mood. Include evidence from the text.
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11

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N/A/M/E
Year 9 English examination 2014 page 11

Section C

Comprehension - Poetry
The Song of the Whale
Heaving mountain in the sea
Whale, I hear you
Grieving.

Great whale, crying for your life,


Crying for your kind, I knew
How we would use
Your dying:
Lipstick for our painted faces,
Polish for our shoes.

10

15

Tumbling mountain in the sea,


Whale, I heard you
Calling.
Bird-high notes, keening, soaring:
At their edge a tiny drum
Like a heartbeat.
We would make you
Dumb.

20

In the forest of the sea,


Whale, I heard you
Singing,
Singing to your kind.
Well never let you be.
Instead of life we choose

25

Lipstick for our painted faces,


Polish for our shoes.

12

Kit Wright

Year 9 English examination 2014 page 12

QUESTIONS SECTION C:
1.

What is the narrators attitude towards the whale in the poem?


Support your answer with evidence from stanza 2.
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N / A

2.

What two things does the narrator suggest whales are killed for?
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N / A

3.

To what does the narrator compare the whale to in stanzas 1 and 4?


Identify the language technique used and explain the effect of this comparison.
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N /A / M

4.

Identify a change in tense between stanza 1 and stanza 4.


Explain what this suggests about the fate of the whale. Support with evidence.
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13

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N / A / M
Year 9 English examination 2014 page 12

5.

How has the poet used references to sound throughout the poem to create
sympathy for the whale? Support your answer with evidence from the text.
Refer to language techniques in your answer.
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N / A / M / E

6.

What do you think is the poets purpose in writing this poem?


Explain how at least two of the following techniques in stanzas 7-9 help achieve
this purpose. Support your answer with evidence from the text.
pronouns, repetition, first person narration, alliteration, rhyme
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14

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N / A / M / E
Year 9 English examination 2014 page 14

Section D:
LIGHT GREEN

Comprehension - Static Image


DARK GREEN
BROWN

LIGHT GREEN &


WARM BROWN
BACKGROUND.
LIGHT GREEN
BACKGROUND,
WHITE TEXT

BLUE GREEN

15

DARK GREEN

DARK
Year GREEN
9 EnglishBACKGROUND,
examination 2014 page 15
LIGHT GREEN AND WHITE TEXT

QUESTIONS SECTION D:
1.

What is the issue raised in this static image and its overall message or purpose?
___________________________________________________________________
___________________________________________________________________
N / A

2.

Who is the target audience of the static image? Be specific.


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N / A

3.

Identify two persuasive language techniques used in the sentence below:


Over 95% of Kiwi are killed in unprotected areas before they reach breeding age
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N / A / M

4.

Identify an example of the following verbal techniques and explain the effect.
Colloquial Language (slang):____________________________________________
Effect:______________________________________________________________
Red lettering
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Imperative Statement:__________________________________________________
Effect:______________________________________________________________

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Red, orange, yellow
Black lettering
and green circles.
Personal Pronoun:____________________________________________________
Effect:______________________________________________________________
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16
Red lettering

Repetition:___________________________________________________________
Effect:______________________________________________________________
___________________________________________________________________
N / A / M /E
Year 9 English examination 2014 page 16

5.

Describe how colour has been used effectively in this static image.
All colours used in this image are various shades of green, white and brown.
Explain why you think these colours may have been used.
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N / A / M

6.

Describe how visual techniques have been used in this static image to persuade
people to support this cause. Explain how this is achieved. (Excluding colour choice)
Visual techniques could include: DVI, Font, Contrast, Pictures, Logo
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N / A / M / E

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