The document provides guidance on how to structure responses for Paper 1 of the HSC Area of Study on Discovery. It introduces the acronym C.A.P.E.R.S. to guide the response - Concept, Analyze, Prove with Evidence, Respond with Syllabus. For each text, students are instructed to identify a concept of discovery, analyze language techniques used to represent this concept, provide evidence from the text, and relate it back to syllabus concepts. Sample responses demonstrate applying this structure without simply retelling the text. The document emphasizes discovering concepts of discovery represented in the text rather than recounting plot details.

1. “C.A.P.E.R.S.” FOR PAPER 1
HSC Area of Study – Discovery
SECTION 1 – “reading”
Concept + ANALYSE + Prove with Evidence +
Respond with Syllabus (words)
 C.A.P.E.R.S.
do not simply retell!
7/1/2015 Ms Krieger - Adv. English. Term 2. 2015

2. Concept  name the concept(s) of discovery you have found in the text.
THE Concept SHOULD ALWAYS BE THE FIRST “THESIS” SENTENCE OF YOUR ANSWER.
think:
• what is the different type of discovery here?
• Is this text showing the O.W. + Trigger + Process + Consequences of discovery
here?
• What is the composer’s main thought about discovery? For instance
• are discoveries an integral part of life?
• Is ‘discovery’ a continual process which never ends?
• Does a new discovery always lead to another new discovery?
• Do some people simply experience the same ‘discoveries’ over and over again…
but never actually change their perceptions or attitudes?
• Do other people embrace new discoveries at every opportunity which,
in turn, inspires them to constantly evolve their perceptions of self and the
world?
• Is it an instinctive sense of wonder which triggers new discoveries?
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words)
…do not simply retell 

3. Is it an instinctive sense of wonder and
curiosity which triggers new discoveries?

4. Is it an instinctive sense of wonder which triggers
new discoveries?

5. ANALYSE 
1. name the language / poetic / visual / technique(s) in
the text - which BEST creates the IMAGE which
represents a concept of discovery
2. Explain the specific image* (visual? Sensory? Sound?
Emotive?) which is created by the techniques you
have identified. It is this image that will represent the
concept of discovery!
*image – something you see with your eyes (in a visual
text) OR something you see in your imagination (in a
written text)
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words)
…do not simply retell 

6. C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words)
…do not simply retell 
Prove with Evidence 
1. Quote(s) from a written text which most clearly shows the
concept of discovery – the “best” quote which CLEARLY
PROVES that the particular text shows the specific concepts
of discovery
OR
1. Specific concrete descriptions of the scenes/
objects/people/symbols/composition in a visual/film text
which most clearly shows the concept of discovery – the
“best” piece of the visual text which CLEARLY PROVES that
the particular text shows the specific concepts of discovery.

7. Respond with Syllabus (words)
Discoveries can be:
• sudden and unexpected,
• deliberate and careful planning
• Evoked (triggered) by curiosity, necessity or wonder
• intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual.
• confronting and provocative.
• The trigger to new worlds and values, stimulate new ideas, speculate about future
possibilities.
• offer new understandings and renewed perceptions of ourselves and others.
• varied according to personal, cultural, historical and social contexts and values.
• far-reaching and transformative for the individual and for broader society.
• questioned or challenged when viewed from different perspectives
• reassessed over time.
• different for individuals and their worlds.
• affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects
of human experience and the world.
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words)
…do not simply retell 

8. Respond with Syllabus (words)

9. • Paper 1 does not require you to retell or recount
the included texts. It requires you to basically do
two things:
– identify aspects of DISCOVERY (using syllabus rubric
statements for terminology) - and –
– consider how the composer has
presented/represented DISCOVERY through the
language forms and features of the text/s.
How = techniques
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words)
…do not simply retell 

10. • ‘How’ is one word, which can be expanded to
read explain what language techniques the
composer uses to represent concepts of
DISCOVERY in the text
• ‘How’ does not, in any way, translate to just copy
out something from the included text/s as your
response to each section.
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words)
…do not simply retell 

11. “[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 
Sample answer - using C.A.P.E.R.S.
- #3

12. “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]. 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].”
Sample answer - using C.A.P.E.R.S.
- #3
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words)
…do not simply retell 

13. “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 
Sample answer - using C.A.P.E.R.S.
- #3

14. The concept of physical discovery is explored in the
poem [insert text name here]. The alliteration
“[insert quotation here]” echoes the rhythmic pulse of
the persona’s heart and develops a lyrical beat which
reinforces the positive consequences of physical
discoveries. The persona’s heart-felt triumph in
pushing his body to its full potential positions the
responder to discover a deeper understanding of how
new physical discoveries can lead to a renewed and
powerful experience of self-achievement.
C.A.P.E.R.S. 
Concept + ANALYSE + Prove with Evidence + Respond with Syllabus (words)
…do not simply retell 
Sample answer - using C.A.P.E.R.S.
- #3

15. The value of discoveries can vary according to personal, cultural,
historical and social contexts and values.

16. End of Part 1 of…
“C.A.P.E.R.S.” FOR PAPER 1
HSC Area of Study – Discovery
SECTION 1 – “reading”
To be continued…
7/1/2015 Ms Krieger. Adv English. Term 2. 2015