Extended Response Writing in HSC Geography
There are two parts to approaching an extended response:
- Reading the question
- Writing the response
1. Reading the Question
By effectively reading the question you find out what FACTS and TOPICS are required how the examiners want you to answer it.
How do I effectively read the question?
oDetermine what syllabus dot point it is from?
All questions are based on a syllabus dot point. Once you can recognise what syllabus dot point it is from you then know what information to write
oLook for the Bossy words (Directive Verbs)
i.e. Analyse, evaluate, discuss, outline, compare, evaluate, explain… etc
These words tell you the style of paper you need to write and the examiners are looking for SIGNPOSTS that show you have followed the directive verb.
oLook for the bossy ‘s’
These indicate plural i.e. more than one. For example, ecosystem compared to ecosystems. This usually refers to case studies and examples. If the question has a bossy ‘s’ and you only use one example you automatically do not qualify for a band 5 and 6.
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2. Writing the Response
- Let’s simplify what an extended response is? In its most simplistic definition an extended response is a series of logically connected paragraphsthat are related to a topic. So, the basis of an effective extended response is that you have well constructed paragraphs.
The Paragraph
- ONE paragraph=ONEkey point about the topic you are writing about. The biggest mistake many students make is that they try to say too much in ONE go. It is better to spread your ideas over a few paragraphs.
- Sentence back- It is crucial to show the examiner that you are answering the question. The best way to do this is to SENTENCE BACK. Use words from the question to show that you are answering it directly. The best place to sentence back is in the first sentence of a paragraph (topic sentence).
- Basic Paragraph Structure (T.E.E)
Each paragraph have these elements. As you getter better at writing you can mix them up a bit to make it interesting, but it is recommended that you stick to this formulae in exams as it ensures there is no ambiguity about what you are writing about.
T–Topic Sentence (introduces the point you are making and sentence back to question.
E-Explanation(puts your topic into perspective by usually defining it, explaining key points and/ or giving other crucial background information.
E-Examples. Key explanations and examples are given in these. The more examples you refer to, the better. Go from broad examples to specific.
The following are additional for those higher order questions.
E-Evaluative sentence/s. This is for higher order bossy words, where you make a judgement or linkage or contradictory point.
CS-Concluding sentence to let the reader know you’ve finished your point (you can start to link to next point)
- Signposts- Depending on the bossy word examiners need to see key phrases or terms that show you are writing a style of paper that was directed by the question.Also, you need to signpost to the reader that you understand the concepts and content thus you will use the key terms assocaited with you r topic. That is why it is important to memorise the technical words.
Q. Describe the spatial patterns and dimensions of ONE ecosystem at risk that you have studied and analyse the negative human impacts.
The coral reef ecosystem of the Great Barrier Reef has many spatial patterns and dimensions and negative human impacts that make it an ideal case study of an ecosystem at risk. Spatial patterns and dimensions such as location, latitude, altitude, continuity, size and shape (extent) help in understanding the biophysical functioning and vulnerability and resilience of the GBR. Furthermore, there have been a number of human impacts on this ecosystem at risk such as shipping, fishing, collection, and tourism that has had serious implications on the functioning of this fragile ecosystem.
One spatial dimension and pattern that is important is location. The location of the GBR is critical as Coral reefs are predominantly found in warm waters particularly in the tropics. The relative location of the GBR is that it is located in the North East coast of Australia. Also, it is completely located off the coast of the State of Queensland. It is found in the southern hemisphere and in particular it is within the tropic of Capricorn. (Refer to figure 1) Its location is important especially in relation to latitude.
Another significant spatial pattern and dimension is latitude. Latitude refers to the flat lines north and south of the equator around the earth. The higher the latitude the colder the climate gets. The latitude of the GBR reef extends from 8 degrees south to 24 degrees south, which locates it within the Tropic of Capricorn. This is significant as coral reefs need warm water to survive (between 24 to 26 degrees Celsius) and by being located within the tropical latitudes the GBR is in an ideal location for optimal coral growth.
Another spatial pattern and dimension is altitude. Altitude refers to the height above sea level. In the case of the GBR we can refer to the depth of the reef. The ideal depth for coral reefs ranges from 4m to 30m. This is because coral needs to remain under water- so 4m allows it to stay underwater especially during low tides. If they go too deep the coral polyps cannot get enough sunlight to photosynthesise. Thus, the GBR reefs depth ranges from 4m to 30m respectively.
Another spatial pattern and dimension is size and shape (extent). The GBR is not one long reef but a number of small reefs. In fact it is made up of over 2900 different shaped reefs such as ribbon reefs, patch reefs etc. The MarinePark is approximately 348 700 square kilometres witch makes it very large. Furthermore, the reef is only as wide as where the continental shelf reaches as identified above it gets too deep. Thus the general overall shape of the reef is long and narrow. By having a large extent it makes the reef appear very resilient,but by being a combination of small narrow reefs actually makes this ecosystem vulnerable.
The last spatial pattern and dimension is continuity. Continuity refers to how long the reef has been present. The current reef has been present in its current form since the last ice age (8,000-12, 000 years ago). However, it has been built up on previous coral reefs over millions of years. Coral takes a long while to develop. Any harm done to it takes a long time to recover (low elasticity) thus making the ecosystem vulnerable. The ecosystem has functioned with minimal human interference for many thousands of years. It is only in recent times that humans have begun to impact on it negatively.
One significant human impact that has negative implications is the fisheries. The fisheries industry depends on the utility value of the GBR. Since there is a variety (biodiversity) and an abundance of fish the GBR seems it have more than enough. However, prawn trawling and the use of nets have serious implications on the well being of the reef. Trawling for prawns often disturbs the sea floor destroying habitats and stirring up silt. Coral reefs do not like turbid water as it reduces sunlight entering the ecosystem thus impacting a key optimal condition for coral growth. Further, the use of nets often catches other species not targeted, this is called by-catch. This can heavily reduce the biodiversity of the ecosystem and thus make it vulnerable.
etc
Past HSC Extended Response Exam Questions
Ecosystems at Risk
Question 19 (2001)
Analyse the human impacts affecting the nature and rate of change of TWO ecosystems at risk.
Question 20 (2002)
With reference to at least ONE ecosystem you have studied, explain the biophysicalinteractions which lead to diverse ecosystems and their functioning.
Question 21 (2003)
Justify the importance of ecosystem management and protection.
Question 19 (2004)
Describe the spatial patterns and dimensions of ONE case study of an ecosystem at risk, and analyse the negative impacts of human activity on this ecosystem.
Question 20 (2005)
Account for the vulnerability and resilience of ecosystems.
Question 19 (2006)
Evaluate traditional and contemporary ecosystem management strategies in terms of ecological sustainability.
Question 19 (2007)
Evaluate the impacts of, and responses of people to, environmental change, with reference to at least ONE ecosystem at risk.
Question 20 (2008)
Compare the nature and rate of change that affect the functioning of TWO different ecosystems at risk.
Question 21(2009)
Evaluate the importance of ecosystem management and protection.
Urban Places
Question 20 (2001)
Compare the results of the urban dynamics in a large city from the developed world with those in Christchurch evident in the Stimulus Booklet.
Question 21 (2002)
Examine the role of world cities and the operation of these cities within global networks.
Question 22 (2003)
Describe the challenges of living in mega cities and evaluate the responses to these challenges.
Question 20 (2004)
Explain the relationships between the urban dynamics and the changing economic character of a large city in the developed world.
Question 21 (2005)
Explain the relationships of dominance and dependence between world cities and other urban centres.
Question 20 (2006)
Contrast the nature, character and spatial distribution of world cities with mega cities in the developing world.
Question 20 (2007)
Critically analyse ONE urban dynamic of change operating in a country town OR suburb.
Question 19(2008)
Analyse the impacts of at least TWO urban dynamics operating in a large city of the developed world.
Question 20 (2009)
Demonstrate why world cities are powerful centres of economic and cultural authority.
People and Econmoic Activity
Question 21 (2001)
Explain how global changes in an economic activity have affected an enterprise you havestudied at a local scale.
Question 22 (2002)
Account for the location of an economic enterprise you have studied at a local scale, anddescribe the ecological dimensions related to this enterprise.
Question 23 (2003)
Examine the nature, spatial patterns and future directions of ONE economic activity in a globalcontext.
Question 21 (2004)
Assess the environmental, social and economic impacts of ONE economic activity in a globalcontext.
Question 22 (2005)
Describe how environmental constraints and human impacts influence the nature of an economic enterprise you have studied at a local scale.
Question 21 (2006)
Examine the changing nature, spatial patterns and ecological dimensions of a global economic activity.
Question 21 (2007)
Describe the nature and spatial patterns of a global economic activity and predict its likelyfuture directions. Justify your predictions.
Question 21 (2008)
Explain how global changes in an economic activity affect the linkages and flows of people, goods, services and ideas associated with a local economic enterprise.
Question 22 (2009)
Explain possible future directions of an economic activity with reference to THREE of the factors shown in the diagram
Legend
2001 Extended Response2002 Extended Response
2003 Extended Response
2004 Extended Response
2005 Extended Response
2006 Extended Response
2007 Extended Response
2008 Extended Repsonse
2009 Extended Repsonse
Ecosystems at Risk
The focus of this study is a geographical investigation of the functioning of ecosystems at risk, their management and protection.
Content
Students learn about:
Ecosystems and their management
•biophysical interactions which lead to diverse ecosystems and their functioning
•vulnerability and resilience of ecosystems
–impacts due to natural stress
–impacts due to human induced modifications to energy flows, nutrient cycling, and relationships between biophysical components
•theimportanceof ecosystem management and protection
–maintenance of genetic diversity
–utility values
–intrinsic values
–heritage values
–need to allow natural change to proceed
•evaluation of traditional and contemporary management strategies.
Case studies of ecosystems
•TWO case studies of different ecosystems at risk to illustrate their unique characteristics including:
–spatial patterns and dimensions: location, altitude, latitude, size, shape and continuity
–biophysical interactions including:
–the dynamics of weather and climate
–geomorphic and hydrologic processes such as earth movements, weathering, erosion, transport and deposition, soil formation
–biogeographical processes: invasion, succession, modification, resilience
–adjustments in response to natural stress
–the nature and rate of change which affects ecosystem functioning
–human impacts (both positive and negative)
–traditional and contemporary management practices.
The selected ecosystems at risk could include areas such as coastal dunes, freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, alpine areas, rainforests, temperate forests.
Students learn to:
Investigate and communicate geographically by:
•asking and addressing geographical questions such as
–what are the reasons for the location of the Great Barrier Reef?
–what action is appropriate for managing wetland ecosystems sustainably?
–what will the rainforests of Kalimantan be like in the future?
Use geographical skills and tools such as:
•calculating the gradient of a slope as a ratio
•calculating the vertical exaggeration of a cross section describing a specific ecosystem
•determining sight lines between two points
•recognising features of changing pressure patterns on weather maps in order to describe characteristics of different ecosystems
•constructing a log of events and activities to manage the development of a fieldwork activity explaining human impacts on an ecosystem at risk
•interpreting frequency distributions and diagrams about energy flows in different ecosystems
•constructing a precis map from an aerial photo or satellite image to describe spatial patterns of overland flow
•using GIS to examine spatial and ecological issues relevant to the protection and management of ecosystems.
Identify geographical methods applicable to, and useful in, the workplace such as:
•using meteorological data, satellite imagery and aerial photography
•constructing environmental maps and compiling environmental impact reports
•the relevance of a geographical understanding of ecosystems at risk to a particular vocation such as: managing a national park, guiding tourist groups, ecological mapping for surveyors, evaluating dune stabilisation programs preserving heritage sites.
Outcomes
The student:
H1explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity
H2explains the factors which place ecosystems at risk and the reasons for their protection
H5evaluates environmental management strategies in terms of ecological sustainability
H6evaluates the impacts of, and responses of people to, environmental change
H7justifies geographical methods applicable and useful in the workplace and relevant to a changing world
H8plans geographical inquiries to analyse and synthesise information from a variety of sources
H9evaluates geographical information and sources for usefulness, validity and reliability
H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts
H11applies mathematical ideas and techniques to analyse geographical data
H12explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples
H13communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms.
Urban Places
The focus of this study is a geographical investigation of world cities, mega cities and the urban dynamics of large cities and urban localities.
Content
Students learn about:
World cities
•the nature, character and spatial distribution of world cities
•the role of world cities as powerful centres of economic and cultural authority
•the operation of global networks
•the relationships of dominance and dependence between world cities and other urban centres and the changing role of regional centres and the demise of the small town.
Mega cities
•the nature, character and spatial distribution of mega cities in the developing world
•the challenges of living in mega cities such as housing, traffic infrastructure, water and power supplies, sanitation services, employment, and other social and health issues
•the responses to these challenges such as self-help projects, community self-government, cooperation from NGOs, urban protest and the operations of informal economies.
Urban dynamics
•the urban dynamics of change: suburbanisation, exurbanisation, counterurbanisation, decentralisation, consolidation, urban decay, urban renewal, urban village, spatial exclusion
•a case study of the results of the urban dynamics in a large city selected from the developed world including its
–social structure and spatial patterns of advantage and disadvantage, wealth and poverty, ethnicity
–changing economic character, nature and location of residential land, commercial and industrial development
–culture of place as expressed in the architecture, streetscape, heritage architecture, noise, colour, street life, energy, vitality and lifestyles
–growth, development, future trends and ecological sustainability
•a case study showing one of the urban dynamics listed above, operating in a country town or suburb.
Students learn to:
Investigate and communicate geographically by
•asking and addressing geographical questions such as
–what are the challenges of living in mega cities?
–what is a world city and why are they so important?
–what will the city be like in the future?
Use geographical skills and tools such as
•calculating population density using maps of a large city
•constructing a transect to show land use change in a local area
•describing patterns, linkages, networks and change, using maps of large cities and other urban areas
•constructing and interpreting choropleth maps
•synthesising and evaluating fieldwork data about the dynamics of change in a country town or suburb
•interpreting trends from logarithmic and semilogarithmic data about the growth of mega cities
•analysing population pyramid data to investigate the implications on health and social issues of a rapidly growing city