essay in hsc exam

HSC English: Cheat Sheet

A cheat sheet for HSC English by First in State for Advanced and Extension 2.

• Hi guys! I’m Jesse, and I was First in State for Advanced and Extension 2 English, and Third in State for Extension 1 English in 2019.
• This is my cheat sheet and study guide (kind of?) for HSC English, which (apparently) I was quite good at.
• These strategies will allow you to unfairly dominate your cohort and crush your HSC English Exams while enjoying your senior years in high school.
• They can be used for studies, standard and advanced, and also help for extension 1 and 2.

I’ll be making more posts (mostly essay writing guides and stuff like that) over the next few weeks/months.

If you have any questions, leave a comment at the bottom of the page, and I’ll get back to you as soon as I can.

  - Jesse Caminer

• You shouldn’t memorise as an easy way out of having to think, but rather so that you have a basic essay structure, an array of quotes and a malleable thesis, which can then be tailored with specificity to any given question.
• You should tailor your study and note-taking towards the final goal of essay composition, regardless of your internal assessments. The HSC (which is the end goal) will ask you to write an essay, even if your internal tasks are something else.

Analysing Texts

• BEFORE you read a text, find a summary of the plot and outline of the themes online ( Pranav Sharma and Jackson Taylor have done some pretty good ones on this site) so that you have an idea of what the text will contain before you read it
• It’s best to do this in a digital form (e.g. Google Docs), because a) you can search for it if you lose it, and b) you can annotate using comments and not have to worry about the space on the page
• Once you’ve read through the text and made your list, sort it into a table by theme/concept and annotate each quote
• Make sure your annotations include enough context that someone who has never read the text would be able to understand it. In 12 months time when you’re studying for the HSC, you won’t remember anything about your Common Module texts.
• Once you have a full bank of quotes, and fully fleshed out analysis, you can start drafting paragraphs (and eventually essays/extended responses)
• Once you receive marks from internal assessments, seek out feedback to apply to your notes and essay while it’s still fresh in your head. Don’t leave it until just before the final exam.

Essay Writing

• ANSWER THE QUESTION!!!
• Basically, both are important
• Don’t feel obliged to agree with a stimulus statement — you are free to disagree and explain why you disagree if you can back up your argument with sufficient evidence, reasoning and logic.
• Learn to signpost
• Make it explicit to the marker that you are engaging and answering the question
• The easiest technique for this is to include words from the question and stimulus in the thesis, and wherever possible in throughout your essay
• In an introduction, you must: set down a thesis in response to the question, introduce the texts (with dates) as well as their contexts and show how they are relevant to the question, extrapolate the terms of the question in terms of your text and its ideas and comment on the function of the text in terms of the question.
• Be as specific as possible. Avoid broad, sweeping statements - this screams pre-rehearsed response.
• Master the 5-step formula to analysis: Content of evidence, evidence, technique, effect of technique, link
• This is called CETAL, PETAL, STEAL, etc. depending on your school and teacher.
• Use words of the question in the thesis statement of each body paragraph (signposting)
• A body paragraph should be a progression, where each sentence both relies upon and builds on the sentence that came before it.
• This won’t happen overnight. You need to do dozens of practice responses in order to get good at this
• When discussing the composer constructing the text, use active voice rather than passive voice (for example: “Shakespeare portrays Lear as…” rather than “Lear is portrayed as…”)
• In your conclusion, do not introduce any new evidence or points but rather restate your thesis
• Add a comment about the value and pertinence (importance) of the module/text(s)/question on contemporary society (without being too controversial or inflammatory)
• Avoid excessive jargon (technical terms), and don’t be afraid to split up sentences. The goal is to get as much relevant information across in 40-ish minutes. Aim for clarity and succinctness.
• Keep in mind the underlying purpose of each module (the first paragraph of the module description usually gives this away, as well as the module title).
• Consider the function of the text - What is its purpose? A discussion of a text’s function in society as a piece of literature designed to illuminate the human experience should be discussed throughout your essay.
• Make sure to highlight your own reading and interpretation of the text(s) in order to demonstrate that you have made your own links between the text and contemporary society.

Reading Task

• In the short answer section, pay attention to the marks allocation to get an idea of the expected length. Take the number of marks, add 1, and then multiply by 3, to get the approximate expected length (excluding quotes) for short responses.
• For this section, the clearer you are, the better. Don’t be afraid to be simple or obvious. This section is more about ticking boxes than actual writing skill.
• As a general rule, have one piece of evidence per mark, with analysis.
• It’s usually a good idea to discuss the form of the text as a piece of evidence.
• Do not start writing until you have finished reading all the texts. Once you finish reading, complete the questions in REVERSE ORDER, so that a) the text you respond to first is fresh in your mind and b) you knock out the highest weighted one first.
• For paper 2, stick to 40 minutes MAX per section.

Other Stuff for English

• For module C, I recommend having at least one story or discursive composition that is long enough to pass for a 20 mark question — roughly 800-900 words — which can be easily cut down to suit either a 10- or 12-mark Part A response, as well as a Part B response to go with it (roughly 350-450 words).
• Be inspired by your module C prescribed texts - borrow ideas, then challenge them. Markers like to see subtle engagement with the texts, and how they have shaped your writing.
• Play with the form. Texts don’t have to fit into boxes (imaginative, discursive, persuasive, etc.). Consider what is called ‘hybridity,’ where imaginative and discursive are combined.
• Any text that your teachers refer to as “social commentary” uses hybridity. It’s also a FANTASTIC word to use in justifications, and you can talk about societal norms and all that other fun stuff.
• Help others.

Jesse Caminer

Post writer.

First in NSW English Advanced and English Extension 2, studying Modern and Medieval Languages at Cambridge University

How to Structure an HSC English Essay

Expert reviewed • 21 July 2024 • 7 minute read

Video coming soon!

To write a band 6 essay, the structure must complement your techniques, examples, and analysis. There is a simple structure, which we can follow, in order to achieve a band 6 status.

How to Address the Question

Our first course of action, is to break down the question, and understand in detail what it is asking. A good essay not only incorporates numerous techniques and successful analysis, but also directly addresses the question.

For example, the following question is from the 2023 English HSC paper 1, and is asking us to explore the collective human experience.

As such, we must recognise ideas in our prescribed text that capture the concept of collective human experiences, for example, companionship. Additionally, the second part of the question asks us to relate our chosen collective human experiences, with their ability to enrich a view of the world.

The Essay Structure

The introduction must include the following (generally, use this specific order):

• A thesis that directly answers the question: Note that your thesis must provide a valid argument that corresponds to the concepts provided in the text/question.
• An outline of the arguments and topic sentences you will present in your body paragraphs, and how they relate to the question. When doing this, it is good to directly reference a part of the question to support your thesis.
• Answer the question in broad terms according to the arguments you have provided.

For the body paragraphs, the amount you decide to write is dependent on the question and the time limit. A general "rule of thumb" is to have 3 body paragraphs, each with a different topic or argument that relates to your thesis. Each body paragraph should follow a similar structure to that provided below.

• Point - relate the argument/topic you are referencing in this body paragraph to your thesis statement and the question.

The following points are related to the analysis of evidence that supports the argument. These steps can be repeated in sequence as many times as desired, however, the general rule is to provide 3-4 pieces of evidence per paragraph.

• Integrate a "quote": In this sentence/s the quote must contain context from where it is in the text.
• Provide a technique which is used in this quote, and what effect it has on the reader.
• Provide reasonings of how this effect supports to your topic sentence or argument of the paragraph (your link back to your thesis and the question).

The final part is a brief conclusion. In your concluding sentence, you must answer the question based on your thesis, using your arguments as evidence. Your conclusion should be a summary of everything you have discussed in the essay.

It is worthwhile to note that the question, should be quoted consistently throughout the essay. This is done by referring to it during analysis, in topic sentences and concluding statements.

The Types of Essay Questions in HSC English

Return to Module 2: Essay Writing

HSC English Study Tips to Ace Your Exam

With the date of the HSC finals creeping up (7 months and counting!), and trials just around the corner, it’s never been more important to fine-tune your study habits. C3 Education Group has the top HSC English study tips to make sure you ace your exam.

The examination period begins with the only compulsory subject in the HSC – English. Whether you’re in the ESL, standard, advanced or extension classes, acing this first paper will not only set you on a path to getting your goal ATAR, it will also give you a confidence boost for the remainder of the exam period.

Here are our top HSC English study tips to help you nail your final exam.

1.DON’T MEMORISE  WHAT  YOU  DON’T  NEED TO

Here’s the bad news: unless you have photographic memory, chances are you won’t be able to memorise several thousand-word essays by heart. The good news: you don’t need to! The only thing you do need to memorise verbatim is quotations within your texts that support your argument.

The key here is to find powerful, versatile quotes that aren’t generic –  our English tutors  can help you with identifying these hidden gems. Once you’ve narrowed them down, the best way to commit them to memory is to practice writing AND saying them out loud.

2.USE THE PEEL FORMULA FOR ESSAYS

One of the most important HSC English study tips is knowing how to write properly structured essays. It can be the difference between ending up with a Band 3 or a Band 6 – and not just for your English exam! One way to easily achieve this is to remember the PEEL writing strategy, and put it to work in the paragraphs that make up the body of your essay:

Point:  Write an opening topic sentence that summarises what your essay is going to be about – that is, your key argument Evidence:  Include quotes from the text that support your key point Explanation:  Explain and elaborate on the evidence/quotes – what is their context and purpose? Link:  Write a linking statement that goes back to your key point, or flows into your next paragraph

3.PAST EXAM PAPERS ARE YOUR BEST FRIEND

The best way to test and deepen your knowledge, and truly see if you’re absorbing all of the information you’re studying, is by doing practice papers. The NESA website has a tonne of past exam papers that you can access for free.

You may notice that the style of questions asked year by year follow the same style – this isn’t a coincidence. Deepen your learning by tweaking the past questions to fit your current module, and practice writing the essays out with old-fashioned pen and paper (instead of typing on your laptop). This is a great way to make sure your handwriting is concise and eligible, and to increase your writing speed.

With the recent changes in the syllabus, there are new modules that are now being tested. C3 Education Group have been teaching these skills for years! Students who have learned this skill from us will be able to conquer the new syllabus with ease.

Bonus tip: having conquered a few past papers, amp up the intensity by creating your own questions and mimicking exam conditions by answering them in a timed setting.

4.THINK OUTSIDE THE BOX FOR YOUR CREATIVE WRITING PIECE

This can be either the hardest, or most fun part of the of the HSC English exam (depending on how you look at it). The creative writing section makes up a significant chunk of your mark.

Put yourself in the markers’ shoes: they will be reading hundreds, if not thousands of essays, so it’s important for your creative writing story to actually be creative – try to avoid cliché topics. No matter your story, make your protagonist come to life by describing distinct personality traits that adhere to the area of study.

Struggling with ideas for interesting and original stories? Our skilled  HSC tutors  can help you with developing creative writing techniques and ideas to ensure your narrative grabs the markers’ attention in the best ways.

Want to reach your full study potential?  Get in touch  with our tutors today to see how we can help you get your dream ATAR.

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Ignite's resources have been successfully used by thousands of students, including in schools that have placed in the top 20 in nsw. subscribers have reported dramatic improvements in their results, particularly after using the resources for class revision and exam preparation., we specialise in practical hsc resources, state rank content creators, 50+ pages of analysis per module, new syllabus compatibility, exemplar state rank materials, comprehensive essay structures, directly usable materials, exam strategy and technique, question adaptation skills, sample questions and answers, head of english reviewed, regular updates throughout the year, english advanced.

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Ignite's resources give you such top quality textual analysis and it's just beyond easy to use it in your essays. they incorporate highly sophisticated perspectives which i found really enjoyable, helping me to achieve a mark of 96 for english advanced., student, presbyterian ladies' college, the resources were incredibly helpful in clarifying essay structures and extending my analysis to be specific but concise. as a result, composing a sophisticated extended response became a much more achievable task., student, st catherine's school waverley, these resources are amazing they literally give you everything you could want for the hsc english course: essay structures, so many examples, and really sophisticated analysis that you can use in your responses straight away., student, st aloysius' college, ready to get started, our mission.

IGNITE has set out with the goal of becoming the leading HSC resource provider in NSW. Our hope is that students can use our carefully constructed resources to deepen their engagement with their HSC courses while learning the practical exam skills that are needed to convert knowledge into marks. We have put together a team of talented analytical minds, including former state-rank achievers, university graduates, and practicing teachers, so that students of all abilities can benefit from the information provided. We have already seen thousands of students excel by using our resources to enhance both understanding and exam performance, and so it is our mission to ensure that these valuable sources of information continue to reach and benefit students across the state.

IGNITE is an online HSC resource platform for students seeking to maximise their results in the HSC. We provide practical step-by-step guides for a range of subjects, including English, Modern History, Economics, Legal Studies and Business Studies, taking you through both the content and writing skills that are necessary to achieve a high band 6 results.

Over 20 of our resource producers achieved a state rank for an hsc course. this includes students who came 1st , 2nd and 3rd in nsw. our resources include various state rank examples with simplified explanations that show you exactly what it takes to achieve full marks., our resources are designed to maximise your results in the hsc. each module contains between 50-100 pages of exam-relevant material, including sentence-by-sentence essay structures, state rank examples , short answer questions and solutions , and practical advice on question adaptation ., ignite's resources have been successfully used by thousands of students, including at schools that have placed in the top 20 in nsw. subscribers have reported dramatic improvements in their results, particularly after using the resources for class revision and exam preparation., state-rank creators, over 20 of our resource producers achieved a state rank for an hsc course. this includes students who came 1st , 2nd and 3rd in nsw. our resources include various state rank examples with simplified explanations that show you exactly what it takes to achieve full marks . imagine having all of the top performing students in a subject helping you through your course, practical & marks-driven, our resources are designed to maximise your results in the hsc. each resource contains between 50-100 pages of exam relevant material, including sentence-by-sentence essay structures , state rank examples , short answer questions and solutions , and practical advice on question adaptation ., exemplar materials, directly usable materials for exams, head of department reviewed.

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• Good Night and Good Luck
• One Night the moon
• Shafana and Aunt Sarrinah
• As I Lay Dying 
• Emily Dickinson Poetry
• Samuel Coleridge Poetry 
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• Burning Rice
• A Passage to India
• The Secret River

WE SPECIALISE IN HSC RESOURCES

Short answer questions and solutions (state rank examples), exam strategy and techniques.

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Ignite's team of resource producers is composed of an experienced Head of Department, accomplished university graduates, and multiple students who achieved a state rank in NSW for their course.

Ignite's team of resource producers is composed of an experienced Head of Department, accomplished university graduates and multiple students who achieved a state rank in NSW for their course.

Ignite's resources give you such top quality textual analysis and it's just beyond easy to use it in your essays. They also provide a diverse range of sophisticated perspectives, helping me to achieve a mark of 96 for English Advanced.

Presbyterian ladies' college, st catherine's school waverley, st aloysius' college.

IGNITE has set out with the goal of becoming the leading HSC resource provider in NSW.  Our hope is that students can use our carefully constructed resources to deepen their engagement with their HSC courses and learn the practical exam skills that are needed to convert knowledge into marks. We have put together a team of talented analytical minds, including former state-rank achievers, accomplished university graduates and practicing teachers, so that students of all abilities can benefit from the information provided. We have already seen thousands of students excel by using our resources to enhance both understanding and exam performance, and so it is our mission to ensure that these valuable sources of information continue to reach and benefit students across the state.

IGNITE has set out with the goal of becoming the leading HSC resource provider in NSW. Our hope is that students can use our carefully constructed resources to deepen their engagement with their HSC courses and learn the practical exam skills that are needed to convert knowledge into marks. We have put together a team of talented analytical minds, including former state-rank achievers, accomplished university graduates and practicing teachers, so that students of all abilities can benefit from the information provided. We have already seen thousands of students excel by using our resources to enhance both understanding and exam performance, and so it is our mission to ensure that these valuable sources of information continue to reach and benefit students across the state.

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Sample HSC English Essay-Belonging

Do you find it difficult to write essays about belonging.

Firstly, read our post on How to write band six essays !

Then, read the following band six response for further guidance,  or   Download it as a word document

This sample HSC English essay received a mark of 14 out of 15. It is not perfect, but makes some good points and illustrates the structure you should aspire to have in your essays. It refers to the prescribed text As You Like It by William Shakespeare.[separator top=”40″ style=”shadow”]

“Relationships are essential to finding a true sense of belonging”

Discuss with reference to your prescribed text and related text/s

Due to the complex and abstract nature of the concept of belonging, a true sense of belonging can be found in different circumstances for different people. As each individual has their own desires, needs and values, they find their place in the world and a genuine sense of belonging in various avenues. Many individuals find the strongest sense of belonging through relationships, due to the fact that by nature these connections fulfill the human need for social interaction and enrich the lives of the persons involved. Conversely, relationships which do not fit the conventional model of this kind of connection and thus result in negative outcomes for individuals can ultimately lead to a true sense of not belonging and its related notions of isolation and disaffection. Instead, these individuals may attain the same sense that they truly belong outside relationships, though their connections to other ideas such as place and culture, or within themselves. Shakespeare’s As You Like It and Khyenstse Norbu’s Travellers and Magicians are two texts in which an exploration of belonging and its different meanings for individuals ultimately leads to a deeper understanding of the complexity of the concept of belonging and thus that individuals can find a true sense of belonging in a great range of places, not limited to relationships.

Relationships by nature embody ideas of a connection on a psychological level between two people which can fulfill other fundamental human needs such as the need for social interaction, and thus can result in the individuals involved attaining a true sense of belonging. When individuals find meaning and purpose in connections with other people, as they often do in relationships, the need to belong is fulfilled in the greatest sense as the individuals life is enriched by the positive outcomes for their self esteem, security and stability. This idea can be seen in the relationship between Adam and Orlando set up by Shakespeare in As You Like It. Adam promises that he will “follow thee to the last gasp with truth and loyalty” when Orlando decides to go to the forest. By changing the rhyme scheme for Adam’s declaration of commitment to Orlando, Shakespeare effectively emphasizes the lack of superficiality that exists in this relationship as opposed to other relationships he sets up in the play. In their relationship, Orlando finds purpose and stability in his life, knowing he has another person who will always look out for him, just as Adam finds purpose knowing he will always be in the company of Orlando, seen where he states “Fortune cannot recompense me better than to die well and not my master’s debtor.” Through this, Shakespeare communicates that in relationships which are built on trust, loyalty or other solid connections between people, individuals can find meaning, stability, purpose and thus a true sense that they belong. In Travellers and Magicians Norbu inquires into similar ideas which support the value of relationships in the search for a true sense of belonging. In the relationship between Tashi and Deki, Norbu communicates the idea of their deeper connection on all levels through quickly alternating close ups between the expressive eyes of Deki and Tashi, which create the idea that their souls and desires are connecting as their eyes remain fixed on one another. The couple is also often presented on equal terms embracing each other, caring and showing affection through mid shots. Their connection leads Tashi to exclaim “If I never left this place, and died right here with you, I would not die unhappy.” Norbu thus effectively supports the idea that meaning and purpose can be found in real connections with others, and that consequently individuals can find the strongest sense of belonging in relationships such as these. Through this relationship, he also inquires further into the reasons why relationships can lead to a individual feeling that they truly belong. By suggesting that the positive outcomes which the human psyche correlates with attaining a sense of belonging, such as understanding, stability and care manifest themselves in relationships, Norbu advocates and supports the almost inextricable link between belonging and relationships.

Whilst there may be an almost inextricable link between belonging and relationships, not all relationships ultimately lead to individuals finding a genuine sense of belonging which manifests itself in positive outcomes for their lives. Some relationships can be driven by the quest to maintain control, have power and maintain authority over others or by the decisively one sided benefits to one of the individuals involved. In these relationships, it is more likely that individuals find themselves not belonging, isolated and disaffected rather than finding a true sense of belonging. This idea is expanded on by Norbu in Travellers and Magicians. The relationship between Deki and Agay is characterized by Agay’s domination of his young and beautiful wife. This is emphasized through low shots which place the vertically challenged Agay in a position of power over Deki and his statement to Tashi that he makes her live in the isolated hut with him because “We may grow old, but our jealousy stays young.” Deki is thus presented by Norbu as isolated in her relationship; she does not feel the strong connection with Agay that conventional notions of being in the marriage relationship would suggest. Thus through the negative consequences for Deki of being in a relationship with Tashi, and her strong sense of isolation and the feeling she does not truly belong, Norbu communicates the idea that relationships are not always central for individuals trying to find a true sense of belonging. Shakespeare through the representation of a relationship in which love is unrequited similarly challenges the connection between relationships and a true sense of belonging. Whilst Phoebe ends up marrying Silvius, there is a lot of ambiguity in whether she truly loves him and thus has attained a genuine sense of belonging in this relationship. When they marry, all Phoebe comments is “I will not eat my word now thou art mine Thy faith and my fancy to thee doth combine.” A rhyming couplet draws emphasis to this section of the play, where it is not resolved whether Phoebe truly commits her whole self into this relationship, and thus whether Silvius will experience the positive outcomes of the relationship he has desired throughout the play. In this ambiguity, Shakespeare supports the notion that individuals do not always find the greatest sense that they belong in relationships, especially relationships which are unequal and result in negative outcomes for individuals.

Individuals can find a true sense of belonging outside the confines of a relationship in connections to ideas such as culture, place or even within themselves. As each individual is intrinsically different, so are the ways in which they fulfill the fundamental human need to belong. Norbu presents the ideas that individuals can find contentment and fulfill the need to belong through connection to traditional culture and village life. In the first scene, a series of quickly changing mid shots show the activities of daily life in their rural setting. The villagers all wear traditional Gho’s and shrieks of joy emphasized through an echo when practicing archery suggest they are content with these repetitive activities. Essentially, they conform to the expectations of their traditional culture and life and find a true sense of belonging and fulfillment in this connection. Norbu thus demonstrates in this connection that a true sense of belonging and its positive outcomes can be found outside relationships. Duke Senior in As You Like It, can similarly be described as finding a genuine sense of belonging and contentment with his place and environment, the Forest of Arden. He asks Amiens and the audience “Are not these woods More free from peril than the envious court?” In the use of the words “free from peril,” Shakespeare suggests that in this place Duke Senior feels comfortable, content and untroubled and thus has developed a true sense of belonging with this place. The character of Jacques also finds an inner contentment within his meaningless existence.. At the end of the play, Jacques states “I am for other than for dancing measures” and retires to Duke Senior’s “abandoned cave.” He deliberately chooses not to belong in relationships with his comrades, instead he finds his own sense of contentment within himself, and thus Shakespeare demonstrates that a true sense of belonging can be found within an individual.

The complexity of the concept of belonging often means that individuals find belonging in different places to other individuals. Whilst many individuals can attain a true sense of belonging in relationships, due to the nature of these connections and the positive outcomes they have for individuals, there are some relationships in which individuals experience the opposite from truly belonging. Furthermore, there are many circumstances outside the confines of relationships in which individuals can attain a genuine sense of belonging, including culture, place and within themselves. Analysis of a range of texts including As You Like It and Travellers and Magicians inquire into these ideas and foster an appreciation for the need to consider different circumstances and individuals before making assumptions about the multifaceted concept of belonging. Ultimately, relationships are often the connections in which individuals find the truest sense that they belong, but the fulfillment of the fundamental need to belong is not strictly limited to the confines of a relationship.

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Now you know how to introduce your essay, and the fact that paragraphs are important, its time to learn what to actually put into each paragraph. Every year, the most common criticism from the marking centre is that students do not integrate their responses. Their complaint is that instead of structuring their essays by ideas,…

Discovery Paper 1 Essay Questions

So you have been asked to write an essay. Easy! You are supposed to be getting ready for an exam or a speech and then go to the NESA… formerly and infamously known as the dreaded BOSTES website. Teachers and ex-students alike have told you that in order to do well in the first half…

Modules/Electives

This is where HSC ESL, Standard and Advanced English diverge. Each of these courses has their own modules, otherwise known as units of study, and electives within these modules. Each student will study ONE elective from each module, with the modules conveniently named A, B and C to avoid confusion. Just like the area of…

Assessments during the HSC Year

Each school will conduct assessments differently; however there are some prescriptions from the syllabus which regulate how students can be assessed. For both standard and advanced English, listening, speaking, and viewing/representing assessments will account for 15% each of your total assessment. This means you may have a listening task, a speaking task and a viewing…

Creative Writing Discovery – Part 1

The Creative Writing section of the HSC Paper 1 exam offers students the chance to display their understanding of Discovery by using their imagination to construct a short fictional piece. As enjoyable as this is, similar words of caution made about the comprehension section apply a propos of creative writing, for pitfalls abound in preparing for this part of…

introduction is way to long

Where did they lose the 1 mark from?

nice! Learn to use the word ‘thus’ properly though haha

Duly noted dfghjk, thanks.

not vey good structure. need to have more quotes, and evidence of how relationships strengthen or limit belonging. intro and conclusion were too long, i don’t know how this got 14. i would give it a 10, it lacks depth and tends to retell the story.

offchop mate

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31 Module B Practice Essay Questions to Save Your HSC

The best preparation for Module B is practice essays. In this article, we've put together 3 questions for each text to help you ace your Paper 2 exam!

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Vce english units 3 & 4.

Do you need help refining your Module B writing? The best preparation is answering Module B practice essay questions. Fortunately for you, we have 31 questions here for you to practice on (3 for each prescribed text!)

What’s the secret to writing a good Mod B response?

Remember, Module B is all about critical thinking.

This means that you have to make a judgement and evaluate the composer’s use of technique, form and style to convey meaning.

In this Module, you can be asked 3 different types questions in your HSC English exams.

• Type A -Questions specific to your prescribed text (Q1 – 12)
• Type B – Questions specific to your prescribed text with stimulus material taken from your prescribed text (Q13 – 24)
• Type C – Questions specific to one form of the prescribed texts (Q25 – 31)

So, to prepare you for your HSC exams, we will provide you with a variety of essay questions.

Type A- Questions specific to your prescribed text

Question 1: jane austen,  emma.

Emma is a revolutionary novel that gave women a voice.

In your response, evaluate how Austen’s distinctive narrative style challenges or affirms this view.

In your response, focus on key episodes in the novel.

Question 2: Charles Dickens,  Great Expectation

Great Expectations  relies on humour to evoke uncommon response from the audience.

To what extent does the above statement align with your understanding of Charles Dickens’  Great Expectation .

Question 3: Kazuo Ishiguro, An Artist of the Floating World

An Artist of the Floating World is told by an unreliable narrator who seeks comfort.

Write an extended response in which you challenge or affirm this view with close references to Kazuo Ishiguro’s  An Artist of the Floating World.

Question 4: TS Eliot,  T S Eliot: Selected Poems

TS Eliot’s unique voice forces his audience to recognise the fragility of the human psyche.

To what extent is the above statement true to  T S Eliot: Selected Poems . In your responses, refer to at least TWO of his poems.

Question 5: David Malouf,  Earth Hour

Malouf’s poetry is a journey of unexpected turns that are surprisingly pleasant.

Evaluate how Malouf challenges the audience’s expectations through his use of vivid imagery in  Earth Hour .

In your responses, refer to at least TWO of his poems.

Question 6: Henrik Ibsen,  A Doll’s House

Nothing is ever black or white. The world is grey.

In your responses, evaluate how Ibsen’s characters challenge or affirm this statement.

In your response make detailed reference to Ibsen’s play.

Question 7: Dylan Thomas,  Under Milk Wood

Thomas captures the hearts of his audience through his simultaneously rich and hallucinatory language.

To what extent is the above statement true in accordance to your reading of  Under Milk Wood .

Question 8: Edmund de Waal,  The Hare with Amber Eyes

De Waal’s personal tone in  The Hare with Amber Eyes  compels audiences to find the rainbow in a storm.

To what extent is the above statement true?

In your response, evaluate how de Waal explores the intricacies of human lives and make close references to  The Hare with Amber Eyes.

Question 9: Vladimir Nabokov,  Speak, Memory

Nabokov relies heavily on strong rhetorical devices to accurately capture his stream of conscious thoughts.

To what extent do you agree with this statement?

In your responses, evaluate how Vladimir moves his audience emotionally and intellectually.

Question 10: George Clooney,  Good Night and Good Luck

Clooney uses evocative metaphors to explore the interplay between public and private lives.

With reference to the above statement, evaluate how Clooney’s metaphors motivate his audience to search for their own truths.

In your response, make close references to key episodes in the film.

Question 11: Gillian Armstrong,  Unfolding Florence

Armstrong unfolds Florence’s life, but never wraps her back up.

Evaluate the above statement and explore how Armstrong’s unconventional film draws audiences attentions and motivate a search for identity.

In your response, make close reference to key episodes in the film.

Question 12: William Shakespeare,  King Henry IV, Part 1

Shakespeare’s use of rhetoric is representative of his comments on power and authority.

In your response, evaluate the above statement with close reference to key episodes in the drama.

Learn to write a better Module B response!

At Matrix, our insightful resources and expert teaching will help develop your essay writing skills, perfect for Module B.

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Type B – Specific questions with stimulus material from your text

Question 13: jane austen,  emma.

“ One half of the world cannot understand the pleasures of the other .” – Emma Woodhouse

Evaluate Austen’s use of illusion to reveal the confrontational truth about her society.

In your responses, refer to the quotation and your understanding of the novel.

Question 14: Charles Dickens,  Great Expectation

“ We changed again, and yet again, and it was now too late and too far to go back, and I went on. And the mists had all solemnly risen now, and the world lay spread before me .”

Drawing ideas from the above quote, evaluate how Dicken’s narrative style helps convey meaning.

In your response, refer to the above quotation and make detailed references to the novel .

Question 15: Kazuo Ishiguro, An Artist of the Floating World

“When you are young, there are many things which appear dull and lifeless. But as you get older, you will find these are the very things that are most important to you.” – Kazuo Ishiguro

Drawing ideas from the above quote, discuss how Ishiguro uses metaphors to explore conflicts in  An Artist of the Floating World. 

In your response, refer to the above quotation and make detailed references to Ishiguro’s novel .

Question 16: TS Eliot, T S Eliot: Selected Poems

“ Our dried voices, when We whisper together Are quiet and meaningless ”

–  The Hollow Men

Evaluate how Eliot uses religion in his poetry to explore connections and conflicts.

In your response, use the above quote as a starting point and refer to at least 2 of Eliot’s poems.

Question 17: David Malouf,  Earth Hour

‘ Shy gifts that come to us from a world that may not Even know that we are here. Windfalls, scantlings. ’

Drawing ideas from the above quote, evaluate how Malouf’s powerful rhetoric forces audiences to glimpse at the beauty of dailiness.

In your response, refer to at least 2 poems from Malouf’s  Earth Hour. 

Question 18: Henrik Ibsen,  A Doll’s House

“ To be able to be free from care, quite free from care; to be able to play and romp with the children; to be able to keep the house beautifully and have everything just as Torvald likes it! ” – Nora (Act 1)

Evaluate how Ibsen’s complex narrative explores ideas in the above statement to confront his audience.

In your responses, make close references to Ibsen’s play and the above quotation.

Question 19: Dylan Thomas,  Under Milk Wood

“ FIRST VOICE: Like a Cat he sees in the dark. Through the voyages of his tears he sails to see the dead. CAPTAIN VAT: Dancing Williams! FIRST DROWNED: Still dancing.  CAPTAIN CAT: Jonah Jarvis. THIRD DROWNED: Still. ”

Drawing ideas from the above extract, how does Thomas use humour and voice to convey meaning.

In your responses, make close references to key episodes from the play.

Question 20: Edmund de Waal,  The Hare with Amber Eyes

“ There is a breath of hesitancy before touching or not touching, a strange moment. If I choose to pick up this small white cup with its single chip near the handle, will it figure in my life?” – De Waal

Evaluate how de Waal uses symbols in his non-fiction text to represent how Earth is a tapestry of interwoven stories.

In your response, draw ideas from the above statement and make close references to  The Hare with Amber Eyes. 

Question 21: Vladimir Nabokov,  Speak, Memory

“Sleep is the most moronic fraternity in the world, with the heaviest dues and the crudest rituals. It is a mental torture I find debasing… I simply cannot get used to the nightly betrayal of reason, humanity, genius.” – Nabokov

Evaluate how Vladimir’s unique writing style represents his thoughts about time and space.

In your responses, use the above statement and make close references to the text.

Question 22: George Clooney,  Good Night and Good Luck

“ Murrow: You were always yellow Fred: Better than red ”

Evaluate how Clooney uses evocative imagery to explore the power of representation in society. Use the above extract as a starting point.

In your response, make detailed reference to the film.

Question 23: Gillian Armstrong,  Unfolding Florence

“‘Who are all these people talking about me?” – Florence Broadhurst.

In your response, evaluate how Armstrong’s manipulation of film conventions highlight colourful events, whilst hiding darker truths.

Question 24: William Shakespeare,  King Henry IV, Part 1

“ EARL OF DOUGLAS: I fear thou art another counterfeit; And yet, in faith, thou bear’st thee like a king: But mine I’m sure thou art, whoe’er thou be, And thus I win thee. ”

Drawing ideas from the above statement, evaluate Shakespeare’s commentary on the ideal leader.

In your response, make detailed reference to the play and the above quotation.

Type C – Questions specific to form

Question 25: prose fiction.

Strong prose fiction creates alternate worlds that mirror ours in order to reveal hard truths.

To what extent does the above statement relate to your understanding of your prescribed text.

In your response, make detailed reference to your prescribed novel.

Question 26: Poetry

Evocative poetry not only captures the composer’s thoughts and emotions, but it also invites the audience to explore their own thoughts and emotions.

Evaluate the extent to which the above statement is true in accordance to your prescribed text.

In your response, make detailed reference to your prescribed poems.

Question 27: Drama

Good dramas move their audience by portraying reality in a unique way.

In your responses, evaluate whether your prescribed text affirms or challenges the above statement. Make close references to your composer’s distinctive rhetoric.

Question 28: Nonfiction

Non-fiction texts reflect on mundane aspects of life to generate a strong reaction from the audience.

To what extent is the above statement true to your prescribed text.

In your response, evaluate how the composer’s personal tone and voice help them convey meaning with close references to the above statement and your prescribed text.

Question 29: Film

Powerful films challenge audiences to recognise the uncomfortably profound truths of the world.

To what extent is the above statement true of your prescribed text.

In your response, make detailed reference to your prescribed film.

Question 30: Media

Unconventional media not only surprise audiences, but draw them in on a roller coaster ride of self-reflection.

Evaluate the above statement with close references to your prescribed text.

Question 31: Shakespearean Drama

Shakespearean dramas are mirrors to our human flaws and social issues.

To what extent is the above statement true to your prescribed text. In your response, make detailed reference to your prescribed play.

Written by Matrix English Team

© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.

Year 12 English Advanced tutoring at Matrix will help you gain strong reading and writing skills for the HSC.

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How to ace your HSC english exam

With the HSC English exam becoming increasingly imminent, you are probably wondering how on earth you are going to remember all those quotes or write three essays in 2 hours!!

3 years ago   •   4 min read

Unfortunately, we can’t remember those quotes for you but we do have a few key tricks that should help you with your final English grind, as well as a general exam approach.

(1) E ngage with the rubric/ key terms in the module

All questions are based upon the respective Module’s outline which you can find in NESA’s trusty syllabus . Even if a question does not mention key terms within that outline, it is always a good idea to relate your ideas to those foundational concepts. This shows a broad understanding of the module, as well as critical thinking in your ability to connect ideas.

For example, the Common Module essay question ( Texts and Human Experiences ) might not directly relate to the ‘anomalies, paradoxes and inconsistencies in human behaviour.’ However, engaging with these ideas throughout your response will help guide your argument and demonstrate your personal reflection on the Module's key concepts.

It is also a good idea to think of some synonyms for the key terms if you find their usage is becoming too repetitive. For example, for Advanced English Module A ( Textual Conversations ) you might consider other nuanced words to avoid the overuse of ‘conversation’... perhaps ‘discourse’, ‘dialogue’, ‘discussion.’

(2) Be flexible

Avoid rote learning and make sure all parts of your response -  intro, topic sentences, analysis, links and conclusion - relate to the specific question that you receive on the day (not the one you memorised the night before!)

You may receive overarching questions that involve different components of the rubric or perhaps very specialised questions that focus your attention on a single key concept. For example, the Common Module may ask you to engage with the overall notion of storytelling that combines the individual  and collective human experience. But… it could also ask you to pinpoint one particular emotion from your text such as loneliness in Nineteen Eighty Four (take a look at the 2019 paper 😖)

Module C ( The Craft of Writing ) might require a specific textual form (persuasive, discursive or imaginative) or perhaps it will be up to your discretion, based on the stimulus/ question that you receive.

Moral of the story… always remain flexible and be prepared for anything!!

(3) Organise your thoughts under key themes

This will help you stay on track in the exam. Themes give you something to come back to if you start to feel overwhelmed or are thrown by a crazy unseen question.

(4) Preparation

Timed practice responses to unseen questions will always be the best way to prepare. Emulating the conditions you face in the actual exam will likely make that final exam feel less daunting - you’ve easily done it before at the comfort of your own desk so you can easily do it again in the exam hall  :)  

However, time is of the essence when it comes to last minute preparation. Another effective way to prepare is by simply brainstorming ideas to a range of random unseen questions - jot down what your thesis/ intro might look like, a few topic sentences and the textual evidence you will use for each paragraph. This gives you diversity in your preparation and forces you to consider how you might respond to a wide range of questions (hopefully one of which is similar to that question you are blessed with on the day!)

If you are looking for some extra last minute help, we can pair you up with one of our awesome English private HSC tutors here at KIS.  

(5) Time management

English is unlike other exams in the sense that you can not borrow time from multiple choice or short answer questions to use on your extended responses. Across Paper 1 and Paper 2, you will be writing for a full 1.5 hours and 2 hours respectively. Paper 2 is always a challenge with back to back TO BACK responses. It is therefore necessary that you are super strict on yourself and that you devote the recommended time for each response to maximise marks.

If you were to spend an hour on Mod A, you would only have 30 min for Mod B and 30 min for Mod C, even though each Module is worth 20 marks. That isn’t ideal. 40 minutes for each Module is a MUST!

Monitor your time after each paragraph - finish up that paragraph and move onto the next if you are lagging. It’s always better to make sure you have a completed essay with a strong conclusion rather than finishing your response when you’re halfway through analysing that quote. That being said, when the 40 minutes is up, it is definitely time to move on!

For a 40 minute response with 3 body paragraphs, an intro and conclusion, you might choose to devote 10 minutes to each body paragraph and 10 minutes to divvy up for an intro, conclusion and quick skim read.

(6) Quality not quantity

Quickly plan out each response. Consider how those key concepts/ themes relate to the question.

Be selective about the most appropriate textual evidence that is related to the question. You can still reverse-engineer your quotes and analysis to the question but make sure the link is not totally off topic... this will give the marker the impression that you are underprepared and leave them with a bit of an ick :/

So, it is now time to synthesise a year's worth of English and show the marker that you are prepared, that you DO know what you're talking about!

Stay composed, recall these key tips, focus on what you know... and you should SMASH IT! 👊

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How to succeed with essay writing in HSC English

Aug 6, 2021

English, whether Standard or Advanced, is the only HSC subject required to be completed by every student in NSW. As a result, many students tend to find themselves in a negative ‘away state’ about English, in particular essay writing. This often boils down to students not having taken the correct steps to approaching essay writing in a way that sets them up for success! 

With trial and HSC exams delayed by lockdown, students have more time to refine their essay writing technique to best prepare for the exam room. To prevent rote learning and an inability to respond to questions asked on the day, at HSC CoWorks we have developed our own Essay Building Template that we see as the blueprint for any successful essay.

If students are applying this tool, they are reducing the time spent preparing for English as this effective and efficient template allows them to tackle any and all potential questions. By laying the foundational content out all on one document, students are able to reduce stress around essay writing and set themselves up to best perform in the English exam room in those first 2 days of their exams.

Check out this video from Head Performance Coach Jesse, HSC CoWorks Founder Fergus, and Education Performance Manager Donna on how to nail essay writing for the HSC with the EBT.

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Our HSC Specialists are ready to take any questions you have about the HSC process or about how your child can take control of their HSC year and achieve the results which they deserve.

Get in contact with us via our live chat or calling us on 1300 967 890.

Check out our previous blog post on how to maintain motivation during the Sydney Lockdown   here .

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Texts and human experience, module c - the craft of writing, pdf of our planning pad for download, pdf of our mind map pad for download.

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Whether you’re preparing for exams, managing stress, or looking for ways to stay motivated, this podcast is your go-to guide for all things HSC. Join us as we chat with educators, students, and professionals to help you thrive during this important academic milestone!

The HSC CoWorks Essay Building Template (EBT) is the holy grail of essay writing systems! 😇 Join HSC CoWorks founder Fergus as he teaches you how the EBT can help you master your essay writing, particularly for the Texts and Human Experience essay you will have to write very soon! Link in bio 👆🏼#hsccoworks #hsc2025 #year12 #essaywritingtips

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Essay writing tips with a focus on the Australian essay.

To support your learning and teaching access the HSC Drama – essay writing tips for the written examination.

Written examination essay writing tips

Watch drama the written examination essay writing tips video (33:56).

Transcript of HSC drama essay writing tips

Welcome to the HSC hub for Essay writing in Drama. I would like to pay my respect and acknowledge the traditional custodians of the lands on which we share our learning, and also pay respects to Elders both past and present.

As part of the HSC, drama students must write about their knowledge and experiences of theatrical styles and traditions. During the HSC exam period, students will be asked to write two essays during a one and a half hour exam. In order to do this effectively, students need to have a good understanding of what it is they should be writing about, but they also need to have confidence in controlling an effective essay structure so that they can communicate their ideas clearly.

In this presentation, I will focus on some strategies that might assist students in building confidence in structuring an essay. I'll use examples that discuss Australian drama and theatre, as this is the core question that all students will respond to. However, the same general advice about essay writing might be useful to consider when writing about other styles and traditions as well. Please note that through this presentation, there'll be samples of writing that discuss a number of different Australian plays. These plays may or may not necessarily be the current prescribed HSC texts. Please make sure that you are referring to the NESA prescriptions document to check that you are studying the current prescribed text as these texts do change.

In thinking ahead to the HSC exams, we need to remember that you are writing essays to showcase your understanding of drama for a marker, and therefore it is really important to know and understand the criteria that they use to assess the quality of your responses. The marking criteria for HSC written questions are published on the NESA website and are as follows. One, demonstrate knowledge and understanding of drama and theatre relevant to the question. Two, express your point of view using appropriate supporting evidence. And three, present a sustained, logical, and cohesive response. I will structure my presentation using this marking criteria, and I will try to help you understand what the criteria means and offer some general advice about how to ensure that your essay meets each criterion.

So let's have a look at criterion one, demonstrate knowledge and understanding of drama and theatre relevant to the question. This criterion refers to your understanding of how drama works. It is all about showing your depth of understanding of the subject as a whole. As a drama student, you know that in drama and theatre we use specific techniques and devices in order to communicate something to an audience. You should be making sure that in your essays you are showcasing your understanding of this. It's also really important that you are using the metalanguage of drama. This refers to the very specific terms and phrases that we use in the study of drama. There is a useful glossary at the end of the drama syllabus that can help with this. The syllabus is published on the NESA website. In discussing drama, you should be referring to the elements of drama. The elements of drama are the building blocks of drama, and these are the things that we use to shape the experience an audience has.

The elements of drama include: atmosphere, audience engagement, focus, contrast, language, moment, movement, place, rhythm, role and character, situation, sound, space, structure, symbol, tension, and time. When you discuss the elements of drama, you really end up discussing them all together and in relation to each other. Here is an example. In Norm and Ahmed, Norm's character can be seen as a symbol for the everyday white Australian man. In order to assert dominance over Ahmed, his movement in the space can be made to be confident and aggressive, decreasing his proxemics to Ahmed in order to build tension. It is really important that you develop confidence in how to use this language to discuss theatre.

The other devices that we use in shaping theatre are the elements of production. Elements of production refers to costumes, sets and props, lighting and sound. Students should work to confidently discuss how these elements are used in theatre. Here's an example discussing the Australian play ‘Stolen’. Notice how the elements of production are not just listed, but the impact of each one is also described. In the scene in Ruby's descent into Madness, elements of production are used to communicate the abuse that Ruby suffers at the hands of the authority figures throughout her life. The stage is in darkness, only Ruby is lit with a small spotlight to accentuate her vulnerability. The sound of the authority voices are heard as a sound effect. They are loud and distorted, creating a threatening and hostile atmosphere. Slowly, the lights build to reveal these threatening figures encircling Ruby getting closer and closer to represent how these figures have preyed on her. Another important aspect of showing your knowledge and understanding of drama and theatre is being able to identify what the intended impact is on the audience. It is really important that you can identify what you want the audience to feel and think. In terms of discussing what the audience feel, this is where you discuss how the elements of drama create a mood or atmosphere for the audience, or even just generally discuss whether the intention of the play is to make the audience laugh or cry.

Here is an example of how you could discuss the impact on the audience. Notice the links made between the choices the theatre maker has made, and what the audience should feel. This example uses a moment from the play ‘No Sugar’. In working as a set designer for 'No Sugar', I realised that the play is more powerful when the audience are made to connect closely with the experiences of the characters. For this reason, I used a catwalk that extended into the audience in order to have them close to the character. This is important as it means that the audience cannot sit back passively from what they are watching, but rather, the institutionalised abuse of the characters happens next to them and among them. This forces the audience to address their own complicity in allowing the horrific treatment of Aboriginal people as it is happening all around them. Once you have identified the intended audience reaction, it is then important to ensure you show that you know why the theatre practitioners want to get this reaction. This is where you should showcase your understanding of the message of the play. In an essay, it is helpful to use a message that is very specific. If for example you talk about a play being about Aboriginal experiences, because that that is so general, you will probably find that your discussion of the message and how it is communicated will also be fairly general. However, if you say that the purpose of the play is to expose and critique the institutionalised injustice experienced by Aboriginal people, this will create a much stronger focus to your discussion and analysis of how the play impacts an audience.

Here is the same example discussing 'No Sugar', incorporating both a discussion of the impact on the audience linked with an explanation of why a practitioner would want to elicit this response. In working as a set designer for the play 'No Sugar', I realised that the play is made more powerful when the audience are made to connect closely with the experiences of the characters. For this reason, I used a catwalk that extended out into the audience in order to have them close to the characters for key moments. This is important as it means that the audience cannot sit back passively from what they are watching, but rather, the institutionalised abuse of the characters happens next to them and among them. This forces the audience to address their own complicity in allowing the horrific treatment of Aboriginal people as it is happening all around them. They are made to understand the impact this abuse and misconduct has on individuals as it is happening so closely to them.

So, let's recap how to effectively meet the first marking criterion, demonstrate knowledge and understanding of drama and theatre relevant to the question. In your responses you must: use the metalanguage of drama, discuss the elements of drama, discuss the elements of production, identify how the audience is affected by the theatrical choices made, and clearly articulate the message of the plays studied.

Now we're going to focus on the second marking criterion which assesses your ability to express your point of view using appropriate supporting evidence. It is important to remember that like all essays, a drama essay is a persuasive text. What that means is that you need to present an argument and then support that argument with evidence to prove your point. The argument that shapes your essay is referred to as your thesis. Your thesis sums up what you think about the topic and must be guided by the question. So it's important to know how to unpack an essay question so that you can effectively shape a thesis that responds to that question. This is really important in preparing for the HSC. Students should not have a pre-prepared essay, as that essay may not address the set question. Students are better off looking at a variety of questions and practicing applying their knowledge and understanding to different styles of questions rather than learning an essay off by heart.

So let's have a look at some sample questions. These are ones that I have developed, but you can find all the past HSC questions on the NESA website. It is a good idea to look at these as part of your preparation for your HSC exam. Here is the first one. How could the characters concerns be presented on the stage to communicate broader concerns of Australian society? In your answer, refer to the performance styles, techniques and conventions that you could use in staging two text set for study. In unpacking this question, there are a few things that you should take notice of. Firstly, the use of the word how should be a reminder to you that this question is asking you to discuss what practitioners are doing to shape the action on the stage. It is a reminder that you must discuss the play happening on a stage using the elements of drama and production, rather than just writing about it as a written play.

The next part of this question to notice is the focus on characters. This type of question is asking you to shape your response around the discussion of the element of drama-character. This is not to say that you won't discuss other elements of drama, but you need to focus a response to this question on the element named. The next aspect of the question to take note of is the use of the word concerns. In this question, students are being asked to think about the issues facing the specific characters, but then also look at how these particular issues are representative of broader concerns in Australia. Often, this type of question is leading you to discuss how often these characters and what they think, care or worry about are a reflection of what concerns are facing the Australian population on a larger scale. Lastly, the statement in your answer refer to the performance styles, techniques and conventions that you could use in staging two text set for study is another reminder that students need to talk about both plays they have studied in a practical way. This is not an English essay where you discuss the literary devices used in the writing of a play, but rather a drama essay, where you make sure that you discuss how the play is written to work on the stage, as well as discussing how you have worked with the play or how you have seen other people create the play on the stage as an audience member.

So here is a sample section of an essay response addressing this question. In 'Summer of the Seventeenth Doll', the audience are made to engage with all Olive's concerns of things changing and losing what she once had. In the New Year's Eve scene that I directed, I asked the person playing Olive to shift in her seat and clearly show her discomfort when Pearl was ridiculing the layoff. We built the tension even more by having her move from her seat and walk to the furthest point away from Pearl in the space to reinforce her desire to avoid facing the changes that were happening in her previously idyllic world. In this way, we were heightening Lawler's reflection on the concern that Australia needed to grow up and out of the shadow of Britain. The ultimate destruction of Olive's relationship mirrors the social concern that Australia shouldn't avoid change, but rather we need to challenge what has gone on before us and define our own new identity as a nation. You will notice in this response that the evidence being used is talking about how to stage the play, as well as making that link between the characters personal concerns and broader social concerns, which is what the questions specifically asked students to focus on.

Let's look at another sample question. "Australian plays keep the audience engaged as well as making them think about issues facing Australian society. Discuss this view with reference to how practitioners use tension to engage the audience. Refer to your study and experience of two of the text set for study." This type of question can be a little tricky for students as it has two parts to it. Let's break it down. Firstly, you have the quote that needs to be broken down. The first part, Australian plays, reminds the students of the focus of the essay. And the next part talks about audience engagement. This refers to how audiences are made to stay interested with what is happening on the stage, and students should address this by discussing what it is that an audience would be looking at on the stage. The question also asks students to discuss how audiences are engaged in order for them to think about issues facing Australian society. And this is where again, you need to be addressing what the play is communicating. It is really important for students to make sure that they have a good understanding about what each of the plays is saying to the audience. What's the play's message? Having a really solid understanding of what you believe audiences are meant to think or feel as they leave the theatre having seen this play will help to address this part of the question. The tricky aspect to this question is that this quote is then also combined with another part which asks students to discuss the quote with reference to how tension is used in engaging the audience. As with the previous sample question, this one is asking you to again, focus your discussion on a specific element of drama. It is really important that you address all parts of a question. So in order to address this one effectively, you need to make sure that you cover the following: discussion of the Australian plays studied, how audiences are kept engaged, how once they are engaged, audiences are also being made to think about specific issues being presented, and finally, you'd need to discuss how the play works on the stage focusing on how tension is being manipulated.

So if I use the content of my last paragraph, but rework it to suit this question, here is what it would read like. In 'Summer of the Seventeenth Doll', the audience is engaged with Australia's issues of forging their own identity and accepting a changing society. Tension is created in the play through the introduction of the character of Pearl into the established world of the layoff. In the New Year's Eve scene, Pearl provides a critical voice, and this critical assessment builds anxiety in the other characters. When I was directing this, I wanted to ensure that the tension was built effectively in order to engage the audience. I asked the person playing Oliver to shift in her seat and clearly show her discomfort when Pearl was ridiculing the layoff. This tension was built further by having her move from her seat and walk to the furthest point away from Pearl in the space to reinforce her desire to avoid facing the changes that were happening in her previously idyllic world. This tense atmosphere builds throughout the scene engaging the audience and heightening Lawler's reflection on the concern that Australia needed to grow up and out of the shadow of Britain. The tension throughout the play simmers and finally erupts in the ultimate destruction of Olive's relationship. This control of tension engages the audience in the issue of Australia's need to face change, challenge what they had once been, and define their own new identity as a nation.

Let's look at our last example of a drama essay question. Compare how plays use performance styles, techniques and conventions to take an audience on a particular journey. In your answer, refer to your study and experience of at least two texts set for study. So, this question is again a little different to the last two. Firstly, when we unpack this question, we should notice the use of the word how, which, like always, should be an alarm bell for us to remind us that we must write about the elements of drama and production. The next part refers to styles, techniques and conventions, which is another reminder that we should be discussing the aspects of theatre that shape how the play works on the stage. Next, we see the reference to the audience, which is the part of the question that covers the need for a student to write about how the audience is impacted by the decisions on the stage.

Now, the last part of the question is what is a little tricky about this one. It talks about the audience being taken on a particular journey, which is very general. It's really important when you get a question with a fairly general term or idea like this, that you define it based on the plays that you have studied. For example, do your plays take the audience on a journey of realization about themselves? Of learning about something new? A journey of confrontation where the audience is meant to be shocked? Or is it a journey into an imaginary world where they are to engage with the magic they encounter? In defining terms like this for yourself, you can control your essay much more effectively.

Let's go back and look at my example about 'Summer of the Seventeenth Doll'. I have reworked my ideas once again to address this particular question. In 'Summer of the Seventeenth Doll', the audience are taken on a journey of realisation that Australia needs to accept the changes within society and forge a unique identity to make these changes. The character of Olive is used to engage the audience in this journey, as she is used as a warning about what can happen when we don't accept change. In order to show Olive's idealising of the past, she is contrasted with Pearl who provides a critical view of the layoff. In the New Year's Eve scene that I directed, I worked with the student costume designer to create a design for Olive that seemed a little too tight and a little outdated to show that she was trying to hold on to the past. I used strong direct lighting in the scene to make the scene feel stark as the truth about the layoff was revealed by Pearl. I directed the person playing Olive to shift in her seat and clearly show her discomfort, and by having her move from her seat and walk to the furthest point away from Pearl in the space. This engages the audience in the journey of realisation of the dangers of not accepting change as we see Olive's suffering. The Realist set design aids this journey of realisation, as it feels like a space that is recognisable to the audience, and therefore they connect with the events happening there. This engagement created through the manipulation of styles, techniques and conventions, encourages a journey of reflection on the concern of Australia's need to face change, challenge what they had once been, and define their own identity as a nation.

Now that we have thought about what we need to be including in essays, as well as thinking about how to unpack questions, it's time to think about effective structuring of the essays. This is particularly important to think about in order to effectively address the last marking criteria, which assesses student's ability to present a sustained, logical and cohesive response. In order to address this, you really have to think about how you put your information together. This can be hard when you are in an exam and the clock is ticking. So it's important to think about different ways of doing this before going into the exam room. There is no one right way to structure an essay, as long as you have a clear point that focuses each of your paragraphs. Here I'll show you a few potential ways of organising your ideas, but if you find another that you are more comfortable using, of course you can use that. Also remember that the way you structure your response should also be dictated by the question. So be prepared to be flexible when you undertake exams. I will look at essay structures that use four body paragraphs and an essay structure that uses three body paragraphs. If you're using a four body paragraph structure, I would suggest that you make body paragraphs one and three about text number one, and body paragraphs two and four about the other text. This can be useful in creating an essay that feels unified, rather than one that seems to be two essays on different texts stuck together. It will make it easier for you to draw connections between the two texts you are studying. Before we start looking at sample essay plans, please note that these are examples of basic plans. They are not complete. They would need to have more detail about the specific evidence that a student would use in the essay to be complete plans.

The first structure I will look at uses four body paragraphs. And these paragraphs focus on particular elements of drama. So for example, if I was writing an essay based on the Australian plays 'Life Without Me' and 'Fearless', and I wanted to focus on the use of character and space in these plays, I would structure my essay in the following way. In body paragraph one, I would discuss how character is used in 'Fearless' to engage the audience and challenge them to think about the different experiences of homeless people who are feeling lost and forgotten. I would use examples of how the characters are presented on the stage, utilising the other elements of drama to engage the audience in developing an awareness of the experiences of these often ignored members of their society. In body paragraph two, I would write about how character is utilised in 'Life Without Me' in a different way to engage the audience in an exploration of the feeling of being lost, that can be experienced in a world where people's sense of security has been taken away. I would use examples of how the characters are presented on the stage utilising the other elements of drama, to engage the audience in how the lack of change or development of these absurd characters are symbolic of people in a society that has lost its sense of certainty during uncertain times.

In body paragraph three, I would discuss how space is used in 'Fearless' to establish the different physical and emotional spaces of each of the different characters. I'll write about how the space needs to be flexible and changeable as the play explores a variety of experiences of homelessness, and engages the audience with the voices of those who are often overlooked in society. In paragraph four, I would return to discussing 'Life Without Me' and look specifically at the use of space and how it is different to 'Fearless' as it has a fixed setting that is used as a powerful symbol of being stuck. I will write about how the space is defined by the revolving door and the broken elevator, which engage the audience in the experience of people who feel like they are unable to find direction or progress in their lives.

Now I will show you how you can use the message of the play to structure your essay. For this example, I will look at the plays 'The Removalists' and 'Norm and Ahmed'. I will remind you that the following is an example of a basic plan, it is not complete as it does not include the evidence that I will be using to back up my ideas. This structure uses four body paragraphs, which are based around the message of the play. In order for this structure to be effective, you need to break the message of the play into two parts. Sometimes it's possible to find a common message between two plays. However, sometimes the plays will be dealing with totally different messages. This is fine and this structure will work regardless. In looking at 'The Removalists' and 'Norm and Ahmed', there is a common message regarding violence and power. So, using my two texts, I would break that common message up like this. Both plays critique the idea that violence is too often used as a means to reinforce power when it is challenged. And that as a society, we must do more to challenge the accepted use of violence in Australia.

So for paragraph one, I would discuss 'Norm and Ahmed', and the way the play explores that violence is too often used as a means to reinforce power when it is challenged. I would discuss how particular elements of drama and production are used to engage the audience in the idea that Norm sees Ahmed as a threat to his established power as a white Australian male. In paragraph two, I would discuss how this idea that violence is too often used as a means to reinforce power when it is challenged, is also presented in 'The Removalists' through specific use of elements of drama and production. I would discuss specific scenes and elements to show how Simmonds sees Ross and others as a threat to his established power in the police force and uses violence to address this. In paragraph three, I would introduce the other part of the message in 'Norm and Ahmed', that being, that as a society, we must do more to challenge the accepted use of violence in Australia. I would discuss specific scenes and elements to explore how the audience grow complacent and excuse the micro-aggressions of Norm towards Ahmed, and then discuss the tragic outcome of that in order for them to think about their own acceptance of violence in society. In paragraph four, I would look at 'The Removalists' and discuss how this too expresses the idea that we must do more to challenge the accepted use of violence in Australia. I would focus on the scenes and elements that highlight how people often ignore and accept the violence happening around them in order to concentrate on their own motivations. In this way, the audience are made to think about their own complicity in the violence that occurs in society.

The final structure I'll model for you is a three body paragraph structure, and it is often a useful one if you are concerned that you may not be able to manage four body paragraphs in a timed exam situation. For this structure, you can base it on either the elements used or the messages communicated, or any other key points that you would like to make about Australian theatre and how it impacts an audience. The difference in this model is that the first paragraph you would discuss the first text. In the second paragraph, you discuss the second text. And in the third paragraph, you discuss these two texts together. You should spend time experimenting with different ways of structuring your essays and develop confidence in using multiple structures. As I said before, it is vital that you address the question that you are presented with in an exam. So you must be prepared to be flexible with the way you structure your essays.

In summing up this presentation, I will remind you that in order to effectively address the marking criterion, you must do the following: showcase your knowledge of the text you have studied, as well as a clear understanding of how drama can be used to manipulate an audience, answer the specific question given, use evidence that shows that you know how theatre works on a stage as opposed to just focusing on what is written, and finally, effectively control the structure of the argument in your essay.

[End of Transcript]

This resource was created in 2020 – some resources may contain references to 2020 conditions and dates. Please check NESA HSC key dates and exam timetables .

Please note:

Syllabus outcomes and content descriptors from Drama Stage 6 Syllabus (2009) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2021.

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How to Prepare for Essay Exams

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Essay exams test more than your knowledge. They also test to see if you can: 

• Use critical thinking skills 
• Write structured and cohesive responses 
• Apply your knowledge of concepts, ideas, and theories 
• Develop well supported arguments
• Discuss the relationships between ideas

To do well on an essay exam, you must be familiar with the course content, theoretical perspectives, and the way knowledge is defined in the course. You need to critically analyze this information and communicate it in written form. 

In this handout, we’ll go through the parts of preparing for essay exams: preparing before the exam, practicing structuring your responses, and managing the pressures of writing the exam.

Two Tips to Prepare Before the Exam

When preparing for any exam, study the way you will be assessed. Remember, the key focus of essay exams is on understanding the major issues, themes, and concepts of the course at a big-picture level. As a result, your preparation needs to focus less on detail and more on the broad themes, their interconnections, and on the application of critical tools to course content.

1. Study throughout the semester 

Want to be successful on your exam? Study the relevant course material throughout the semester. 

Your studying may involve: 

• Asking questions in office hours to clarify concepts 
• Creating short summaries of your lecture notes
• Attending study groups to discuss the key lecture topics
• Completing practice problems

2. Focus on studying how you will be assessed

As you get closer to your exam date, study the way your professor will test you. Reflect upon the key course objectives and prepare for your exam by: 

• Creating a study guide based on the key course themes, issues and critical tools. 
• Looking at course assignments, lecture questions, and past exams to get an idea of what kinds of problems you might discuss. 
• Creating and answering essay questions to practice your understanding and communication skills.

Study tip: Short on study time? Create an essay outline for your responses Create an essay outline for your responses to develop the general structure of your argument and how you will support your views. This will help you organize your thought process and identify the areas that you need to study more.  You can also use your outlines to create essay drafts. Identify the areas you need to further develop by fleshing out your ideas in more detail.

Five Strategies to Improve Your Essay Exam Responses

Studying the relevant information is great, but you also need to communicate your learning. Remember that your professors are looking for your critical analysis of key concepts from lectures. You need to successfully present your ideas within the exam’s time limit. 

Here are five strategies to improve your essay exam responses. We’ll go through some examples of responses and how effective they are.

1. Start answering the question right away 

Don’t waste your time restating information unless the instructions tell you to do so.

2. Clearly state your views

3. state your point, give your proof, and provide your analysis .

Support your ideas by using examples. This can help to strengthen your arguments, but you still need to explain how this connects back to your point.

4. Use transitional phrases and sign-posting words to direct the readers through your ideas 

These words can get your readers to pay attention to how your ideas flow together.

5. Keep your discussion focused 

Explain how everything fits together throughout your response and in your conclusion.

Study Tip: Answer the question, not what you think the question is Pay attention to how the question is worded. The prompts used in essay exam questions affect how you are expected to organize your answer.

Five tips for writing your essay exam 

You’ve studied the relevant material and you know how to communicate your learning in written form, but are you ready for the final exam? Exams are challenging because they force you to respond in a limited amount of time. You have to effectively manage your time and your nerves. Here are five tips for writing your essay exams.

1. Plan how you will use your time 

One of the challenges with essay exams is that you have a limited amount of time. Plus, there are many stages involved in writing a strong response. You can overcome these barriers by budgeting your time for different tasks. For example, if your essay exam is 1 hour long, you can try this: 

10 minutes: plan and brainstorm 

5 minutes: organize your ideas and develop a focus 

25 minutes: write 

10 minutes: revise and polish

2. Re-read the questions before you answer them

Always make sure that you answer every part of the question that is given to you. Missing a part of the question can lead to an off-topic response. This can result in a reduction in marks.

3. Organize your thoughts by using a brief outline, mind maps, or diagrams

Planning your essay is an important part of the writing process. You may find it useful to decide what and how you will be writing by making some rough notes. You can also include these as part of your response to show your Professor your thought process. 

4. Be legible 

It helps the person marking to see what your ideas are and what you are trying to say. Consider skipping lines to help make your writing more legible. This will also help you when you are revising your work. 

5. Write something 

If you aren’t sure what to do, try writing the body paragraphs first and your introduction last. You may develop a stronger sense of what your thesis is after you have developed your arguments. Remember to leave space so that you can add in your thoughts.

More Resources for Essay Exams 

Need more feedback on your exam preparation? Book a Study Skills appointment with an instructor   

Essay Exams – University of Guelph  

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