Extended Response in VET Information Technology

HSC Preparation

Extended Response in VET Information Technology

Introduction

The VET Information Technology HSC exam includes extended response questions at the end of the paper – part III. Typically, the candidate is given the opportunity to answer any two questions from a list of three or more. At 15 marks per question, this part of the paper can account for 30% or more of the candidate’s total mark, and is often the part of the paper where the excellent students are differentiated from the merely satisfactory student.

This booklet has been developed with the aim of improving the student’s chances of gaining excellent results in part III of the Information Technology HSC Examination.

This paper was developed using the following resources :

Quick-Fix Literacy Kit : Pam Dunstan 2005 : Literacy Consultant : North Sydney Region
Activities – HSC Preparation : Tourism : Pam Dunstan : Literacy Consultant : North Sydney Region
2001/2002 HSC Standards Package – Information Technology: Board of Studies :
HSC Online : CharlesSturtUniversity :
English literacy ideas and worksheets from the BBC -

Bernie Carpenter : MuirfieldHigh School : July 2006

Part 1 : Defining the question

Before a satisfactory answer can be devised, the student must understand exactly what the question is asking for. Many poor results reflect the student’s inability to correctly interpret the question. Student who do not understand the question, invariably give answers that do not address the question, and therefore score poorly.

Students need to look at the language of the question and define the required action.

What am I being asked to do ??

Looking at Nouns

Once the verbs in the question have been addressed, the student next needs to look at the nouns to which the verb is addressing.

The verb is generally followed by a noun that is important in setting the parameters for the verb and the content:

What aspect of the topic am I meant to consider ??

For example, students may be asked to :

discuss the implications
analyse the use and effectiveness
analyse the effects
describe the roles and responsibilities

2001 HSC

2002 HSC

Part 2 : Planning the answer

A plan is an important part of any extended response and is frequently overlooked by the student in their rush to write something … anything!!

Planning an extended written response will not only ensure that the writing is logically structured and comprehensive of ideas, but will also allow the student to concentrate on the act of writing, rather than having to think of the relevant information during the process.

How can I structure my response ??

TAP

Text – Audience – Purpose

Text describes what sort of piece it is, so it could be a memo, or a user’s guide or a report. Each one has particular features and you need to remember these to do well.

Audience is who you are writing for. There are many possible groups, but it's most likely that you'll write for a group you know something about. The main thing to do is to make your writing sensible, clear and interesting. If you can, put yourself in the audience's place - what do they need to know?

Purpose is basically why someone is writing the piece. You may have been asked to justify, to discuss, or to explain. Your writing should reflect the purpose of the task.

Exercise

Identify the Target, Audience and Purpose for the following 2003 HSC Question :

Text

Most IT extended response questions require the candidate to write a particular business document, reports, memo, user guides etc. When answering the question, be sure to address this part of the question and write in the correct document format.

Appendix iii has examples of many of the business documents you are likely to come across in the HSC examination.

Purpose

Students should sequence their writing according to the type of text demanded by the verb identified in Part 1

For example, an explanation is different to a discussion which is different to a justification :

Explain – explanation

General classification
Explanation sequence
Conclusion

Discuss – discussion

Preview position
Arguments for and against
Recommendation

Justify - justification

Statement of support for an argument
Explanation for supportive position
Conclusion

Paragraphs

Paragraphs should be used as a punctuation point. It serves to alert the reader to a new idea, time or space. In factual text (which the IT course demands) a paragraph should contain one main idea or argument, supported by relevant detail and examples.

Linking Ideas

A cohesive response requires arguments to be linked together.

Use linking words at the beginning of each paragraph and within paragraphs – for example, In addition, another reason, however.
Keep the tone of the essay consistent and use pronouns (we, you, I) consistent.

Appendix i

A Glossary of key words for HSC syllabuses

©Board of Studies NSW (1999), The NSW HSC Assessment Support Document.

Account / Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions
Analyse / Identify components and the relationship between them; draw out and relate implications
Apply / Use, utilise, employ in a particular situation
Appreciate / Make a judgement about the value of
Assess / Make a judgement of value, quality, outcomes, results or size
Calculate / Ascertain/ determine from given facts, figures or information
Clarify / Make clear or plain
Classify / Arrange or include in classes/ categories
Compare / Show how things are similar or different
Construct / Make; build; put together item or arguments
Contrast / Show how things are different or opposite
Critically
(analysis/
evaluation) / Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation)
Deduce / Draw conclusions
Define / State meaning and identify essential qualities
Demonstrate / Show by example
Describe / Provide characteristics and features
Discuss / Identify issues and provide points for and/ or against
Distinguish / Recognise or note/ indicate as being distinct or different from; to note differences between
Evaluate / Make a judgement based on criteria; determine the value of
Examine / Inquire into
Explain / Relate cause and effect; make the relationships between things evident; provide why and/or how
Extract / choose relevant and/ or appropriate details
Extrapolate / Infer from what is known
Identify / Recognise and name
Interpret / Draw meaning from
Investigate / Plan, inquire into and draw conclusions about
Justify / Support an argument or conclusion
Outline / Sketch in general terms; indicate the main features of
Predict / Suggest what may happen based on available information
Propose / Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
Recall / Present remembered ideas, facts or experiences
Recommend / Provide reasons in favour
Recount / Retell a series of events
Summarise / Express, concisely, the relevant details
Synthesise / Putting together various elements to make a whole

when

next previously afterwards in the end as a result

Appendix ii

Conjunctions and Connectives

Conjunctions are used to provide different types of relationships between clauses within sentences and between different sentences. These relationships can be:

Temporal conjunctions and connectives used to show a sequence

first (second. third etc.) finally then

firstly (secondly etc) subsequently after that

here on another occasion before that

now lastly hitherto

at this point at this moment until then

meanwhile next time soon

after a while at once

Causal/conditional conjunctions and connectives used 'to show cause and effect

so consequently an effect of otherwise yet

despite this all the same

then

hence stemmed from although though however

an upshot of

therefore because if

as a consequence of so as

even though

a repercussion of

since .

moreover

an outcome of as a result of nevertheless accordingly

Ways to writeabout cause and effect

caused by produced by points towards created influenced by provoked sprang from

a source ot engendered allowed

stemmed from still

an upshot of inaugurated inspired brought about gave rise to fostered shaped by encouraged

led to influenced resulted in

under the circumstances generated

arose out of

grew out of

derived from

shaped

gave scope to

in that case produced

an outcome of initiated culminated in contributed to conditions for unfolded from ramification of

Additional conjunctions (ways to show theaddition ofan idea or point)
Also
furthermore moreover
but
In fact / as well
and
not only
while
for one thing / besides
additionally
nor
whereas / in addition
besides
without
neither

Conjunctlons and connectives which exemplify and show results

comparative conjunctions and connectives used to show contrast

however

in spite of this whereas rather elsewhere

nevertheless differs from

on the contrary in that respect but

instead

on the other hand also

in other respects

as if

as though alternatively as

Conjunctlons and connectives which exemplify and show results

for example these include such as

so. as

for instance as a result consequently since

for one thing

as exemplified by therefore furthermore

including accordingly through according to

Ways to introduce another viewpoint

although even though on the other hand on the opposite side

nevertheless however sometimes one may in contrast to

one side of the issue in spite of on the other side notwithstanding

this differs from at the same time despite this at a deeper level

However. the basic issue is ..
More to the point is the fact that
To argue ……is insufficient (not enough to) .. / Ultimately we must realise. However..
More importantly (significantly) however ..
it is necessary to consider..

Ways to sum UP

There are many reasons ......

I recommend ......

Consequently it seems better to ......

On balance it would seem that .

Thus, in summary ......

Ways to introduce recommendations

It can seem that ......

I propose ...... ! •••••••

It would seem that ......

The weight of the evidence would suggest ....

My point of view is

My opinion is

My decision is

In spite of

It can be seen ......

Ways to write about the significance of something

discloses shows up expresses

shows evidence of

reveals means mirrors manifests

indicates represents exemplifies

is an extension of

shows symbolises reflects

is rooted in

Ways to open the introductory paragraph

The current debate regarding...... There are both advantages and disadvantages .....

Before deciding whether ...... In discussing whether or not ......

It is often argued that ...... There have been some discussions about whether

There are many reasons for both sides of the issue about why ......

There are many suitable reasons to support both sides as to whether ......

There has been much debate about ......

Appendix iii

Business Documents

Logs

Hardware Support Log

Date of problem / Name of person who logged problem / Nature of problem/task / Nature of action taken / Date action taken / Further action required

Software Maintenance Log

Software Maintenance Log
PC Make/Model / Location
PC Serial No.
Date / Software Package and Version / Type of Maintenance* / Name / Signature

Intra-Office Memo

Hints for preparing a memo:

The subject (Re: …) contains the most important information.
A memo should not be too formal and should contain just the facts.
There is often no greeting or salutation (Dear…), as this is not usually required in a memo.
There is often no signature or name at the bottom as the sender’s name is included at the top of the memo so it is unnecessary to repeat these details.

FAX

To: / Attn:
Fax: / Pages:
From / Fax:
Date: / Phone:
Re: / cc:
 Urgent For Review Please Comment  Please Reply  Please Recycle

………………………Message Content ……..

Letter

today’s date above the address.
client’s address – the envelope should be prepared in the same format as the address in the letter.
The greeting or salutation should be either the client’s family name without their initials, or their first name, depending on the relationship between the writer of the letter and the client. For example:
Dear Mr. & Mrs. Aitkin or
Dear Reuben & Faye
Each new idea or different information should be put into a separate paragraph, for example:
the itinerary
the deposit required
cancellation conditions
conclusion.
The farewell should be professional, eg ‘Yours sincerely’ or ‘Yours faithfully’.
The writer’s name should be followed by their business title.
The term ‘cc’ means that a carbon copy, ie an exact copy of the letter will be sent to that person. For example:
cc: Fred Ahmed, Manager, COO-EE TRAVEL AGENCY
The term enc. refers to a summary of the document/s enclosed. For example
enc: itinerary

Report

short preview or overview statements
shorter than "traditional essay paragraphs" that "get right to the point"
lists of main points, followed by expanded descriptions where appropriate
headings to draw attention to major points or new sections
selective underlining or highlighting where emphasis is required
inclusions where possible of graphs, tables and diagrams
expression and justification of your own point of view and
strong but condensed conclusions with recommendations for action where called for.