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The report also addresses handwriting clarity, essay structure and openings, guidance on comparing linguistic nuances, and cautions against inaccurate historical-context claims.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/2016-vce-literature-examination-report-general-comments/316097/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/2016-vce-literature-examination-report-general-comments/316097.png","ImageObject",300,407,{"name":42,"@type":43},"Ezra","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the key factor for scoring well in this exam based on the report?","Question",{"text":63,"@type":64},"Students should draw on the examination passages to ground their responses, as this was crucial to scoring well on the criteria.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should students handle genre references like calling a play a novel?",{"text":68,"@type":64},"Students are expected to distinguish between genres and demonstrate understanding of their features; mislabeling forms makes it hard to comment on how form affects meaning.",{"name":70,"@type":61,"acceptedAnswer":71},"What common issues does the report warn against regarding historical context claims?",{"text":72,"@type":64},"It notes that incorrect historical statements (e.g., wrong centuries or eras) show lack of knowledge, and students should avoid such claims.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},316097,1789969445,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},1099514068035,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","2016 VCE Literature examination report  \nGeneral comments  \nNote: Student responses reproduced in this report have not been corrected for grammar, spelling or factual information.  \nThis report provides sample answers or an indication of what answers may have included. Unless otherwise stated, these are not intended to be exemplary or complete responses.  \nThe statistics in this report may be subject to rounding resulting in a total more or less than 100 percent.  \nStudents were very familiar with the task and most drew on the passages to ground their responses, which was crucial to scoring well on the criteria. Occasionally, however, students offered very strong interpretations of the text but paid little attention to the passages on the examination ; such essays showed a limited understanding of the task. Conversely, some essays revealed an evident capacity to discuss the passages and explore some subtleties of the language but did not draw ideas together to present an interpretation of the text as a whole, an expectation that is reflected in five of the assessment criteria.  \nStudents were expected to be able to distinguish between the various genres on which they were writing and to demonstrate some understanding of the features of those genres. This notion underlies the requirement that students write on two different genres. Sometimes, students referred to a play, a memoir or a collection of stories as ‘a novel’ or ‘a book’. In such cases, it was difficult for them to comment on specific features of the chosen form and to elaborate on any understanding of the way form affects meaning. High-scoring responses revealed an understanding of such ideas as stagecraft, poetic form and narrative voice, for example. The following two excerpts, from essays on Ibsen and Rossetti, illustrate the ways in which students are able to make effective use of this knowledge.  \nTorvald’s power is highlighted through the symbol of the doors, and the stage direction, “[from his study] places him off-stage, just a voice controlling Nora’s actions. Torvald’s study is a room the audience never see, and is thus emblematic of the uneven power inherent in the patriarchy. His emergence from this place of power, at the news of what Nora has “bought” only furthers his dominating characterisation, which Ibsen clearly condemns.  \nIn contrast to the hymnal, devotional poem ‘Up Hill’ which employs a steady, measured rhythm which mimics the uphill ascension to moral transcendence in Heaven, ‘Amor Mundi’s erratic, unsteady rhythm evokes a sense of “downhill” movement, a loss of control. The internal rhyming of “grow thickly ... rich and sickly” quickens the pace, heightening this sense of frenzied descent.  \nStudents must understand that if their handwriting is unclear or illegible the flow of meaning for the reader may be interrupted. The checklist on the back page of the examination advised students toreread their essays to check for such clarity and amend if necessary.  \nDuring the course of their study, students should learn to distinguish between like pairs such as‘childish’/ ‘childlike’, ‘simple’/’simplistic’ and ‘animal’/ ‘animalistic’, or a trio such as ‘ideal’/ ‘idealistic’/‘idealised’. It is important that students be exposed to examples of written discourse about their  \ntexts so that they do not rely merely on aural examples and are able to develop a rich vocabulary for discussion.  \nThere was a tendency for some students to impose the metalanguage of other domains – such as linguistics, media studies or psychology – on the way they framed their discussion of the text, generally with little good effect. Terminology such as ‘lexemes’, ‘anaphoric reference’, ‘prolepsis’ or‘extradiegetic’ was rarely useful in advancing the students’ discussions of the text and tended to maintain a distance between the student and the text, mitigating against the close working with the language that Criterion 6 seeks. Students are asked to engage with the imagistic, e","cbCaicjpdWDNNa3m","https://ap.wps.com/l/cbCaicjpdWDNNa3m","pdf",146225,18,"English","# General comments\n## Task interpretation and use of passages\n## Understanding genres and form\n## Language, terminology, and vocabulary\n## Structure, introductions, and clarity","[{\"question\":\"What is the key factor for scoring well in this exam based on the report?\",\"answer\":\"Students should draw on the examination passages to ground their responses, as this was crucial to scoring well on the criteria.\"},{\"question\":\"How should students handle genre references like calling a play a novel?\",\"answer\":\"Students are expected to distinguish between genres and demonstrate understanding of their features; mislabeling forms makes it hard to comment on how form affects meaning.\"},{\"question\":\"What common issues does the report warn against regarding historical context claims?\",\"answer\":\"It notes that incorrect historical statements (e.g., wrong centuries or eras) show lack of knowledge, and students should avoid such claims.\"}]","2016 VCE Literature Examination Report - General Comments | PDF",1789909887,45]