1. Part ii
• This paper is about language and/or visual form, features,
techniques and how they create meaning (images), which
represents some concept of Discovery.
• Consider the mark value of each section and allocate time
appropriately.
“C.A.P.E.R.S.” FOR PAPER 1
HSC Area of Study – Discovery
SECTION 1 – “reading”

2. Use connecting words such as:
• by comparison…
• by contrast…
• a parallel can be drawn with…
• a similar technique/idea is used in…
• another way of portraying the concept of discovery is shown
in…
• ‘Prepared answers’ that are regurgitated vague concept
statements DO NOT answer the questions sufficiently to expect
full marks.
• The structure of this paper and the questions is designed to
test your knowledge and understanding, not your memory.
The focus of your text-analysis is ONLY on the concept of DISCOVERY.
Don’t simply make a brief link at end, almost as an afterthought.
Integrate your connections throughout your response.

3. Quotes:
• should not be used in isolation
• require explanation
• Integrated into a cohesively developed response,
which provides equal balance to the included texts.
• should be short, succinct, relevant and explained
with specific and fully-developed sentences.
General tips

4. “[insert name of text] is a poem which explores the concept that self-
discovery can be highly emotional and confronting(Concept). The
metaphor (ANALYSE) in “insert quotation from text”(Prove with
Evidence) creates a powerful sensory image( ANALYSE) of the pain
and desperation experienced by the persona. This clearly depicts the
concept that the initial catalyst to personal discovery can be
extremely emotional and confronting (Respond with Syllabus) .…”
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words)
…do not simply retell 
The text in blue integrated the effect of the technique MUST be included BEFORE
you link the quote to the concept of discovery!!

5. “In [insert name of the text] the webpage explores the concept that the consequences of
discoveries can vary according to personal contexts and values of individuals [C]. The mid-shot
[A] in the foreground [A] of the photograph [A] focuses on the relaxed and open body
language [A] of the older female [PE] in the visual text “insert name of text”. The relaxed pose
[PE] of the female [PE] contrasts [A] with the close-up [A] of the worried [PE] facial expressions
[A] of the younger male [PE] in the mid-ground [A]. The younger man is depicted as being
uncomfortable and anxious about the change he is experiencing. It would appear that,
according to the “insert name of the text”, older women with more life experience are more
open to accept the changes that accompany new discoveries. The juxtaposition [A] of
emotion suggests that different contexts and perspectives [RS] can influence the respective
processes and consequences of attitudinal discovery [RS].”
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words) …do not simply retell 
The text in blue integrated the effect of the technique MUST be included BEFORE
you link the quote to the concept of discovery!!

6. “The concept of discovery explored in the narrative extract [insert text name here] is that discoveries
which are triggered by necessity and wonder – and which lead to re-discovered relationships – are
influenced by social and cultural context and values[C] . The metaphor [A] “[insert quotation from
text here]” [PE] creates an image [A] of the computer screen as being both wondrous and
threatening [A] to the older, traditional family in Kenya [PE]. The metaphor [A] represents the
sense of wonder and curiosity which influences this new technological discovery for a culturally-
divided family which has been separated by thousands of miles and contrasting technological
contexts [A].. The new discovery experienced by the traditional Kenyan family is evoked (triggered)
by the curiosity, necessity and wonder of the new technology [RS]. The traditional cultural and social
context of the Kenyan family impacts on their perceptions of the broader world and the family
rediscovers cherished relationships [RS]. “
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words) …do not simply retell 
The text in blue integrated the effect of the technique MUST be included BEFORE
you link the quote to the concept of discovery!!

7. Become familiar with terminology such as:
• images
• layout (visual, written, language, font size etc)
• body language (direction the people face - stance)
• Facial expressions (direction of gaze – smile – tears –
startled – etc…)
• framing
• types of shots (long, medium, close-up, extreme close-up)
• composition (collage, layered)
• symbolism (particularly consider this in ‘how’ a particular
sign or symbol represents Discovery)
• reading paths (direction, positioning)
• gestures (pointing, implied direction, signs).
Visual literacy techniques are as important as written
language techniques.

8. This section is rich with language features and the texts have
been carefully chosen to provide opportunities for all
candidates to find, locate, describe, explain and evaluate those
features such as:
• structure
• form (letter, poem, lyrics, web page, extract etc)
• figurative (simile, metaphor, personification)
• repetition
• sound (alliteration, onomatopoeia, assonance)
• word choice (verbs, nouns, adjectives)
• dialogue
• authentication (quotes from known experts to support
information in interviews, articles, extracts, speeches)
• integrity (statistics, sourced information (eg government).
Language features in written or spoken language

9. Paper 1 has three sections:
• each has an equal mark value to the other
• The maximum time allowed for each section is 40
minutes
• Use the past papers available and be proactive in
developing the skill of working within a specific
time frame for each section of all the papers
• Walk into the examination with an air of
confidence knowing that you *are* prepared and
you *do* know how the “C.A.P.E.R.S.” FOR
PAPER 1
Time your responses