essay in hsc exam

Paper 1 - Section I - 10 Full-Length Reading Tasks

Paper 1 - Section II - 60 Practice Essay Questions

This article contains several sample HSC questions for all modules of the year 12 Advanced English Course.

5 minute read

Last updated 

October 8, 2021

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Six Second Summary

Introduction.

As regular practice is essential to effective study regimes, students should utilise these questions in the lead up to trial and HSC exams. Questions are best practised under timed conditions to best prepare for the exams in an authentic environment.

These questions have been prepared by top state-ranking tutors at Premier Tutors with several years of experience teaching the new syllabus, including three tutors who have placed 1st in NSW for English Advanced.

Common Questions

“Through the language of emotion, texts may provide timeless and universal portraits of humanity.”

To what extent does this statement relate to your own understanding of your prescribed text? In your response, refer to the quotation and your prescribed text.

“Literature always anticipates life. It does not copy it but moulds it to its purpose.” – Oscar Wilde

Assess the effectiveness of your prescribed text in providing an authentic image of reality. In your response, refer to the quotation and your prescribed text.

“It is difficult to maintain individual identity in the face of homogenous collectives.”

To what extent does this statement relate to your own understanding of your prescribed text?

How does your text represent the paradoxical nature of human behaviours and motivations?

Literature’s power comes from its ability to confront the reader’s assumptions by representing new perspectives on the human experience. How does your understanding of your prescribed text reflect this statement?

“One’s identity is a culmination of their individual and collective human experiences.”

To what extent does this statement align with your understanding of your prescribed text? In your response, refer to the quotation and your prescribed text.

How does your text represent the inconsistencies between morality and human behaviours?

“The medium is the message” – Marshall McLuhan

How does the composer of your prescribed text communicate their perspective on the human experience through their form choices? In your response, refer to your prescribed text and the above statement.

“Despite our different behaviours, human motivations are all the same.”

How does your composer respond to their context to represent enduring ideas about the human experience? In your response, make close reference to the given statement and the prescribed text.

Question 10

“If the world were clear, art would not exist.” – Albert Camus

How does your prescribed text use storytelling to clarify the uncertainties and inconsistencies of the human experience? In your response, refer to the given statement and your prescribed text.

Question 11

How does the composer of your prescribed text experiment with form to challenge readers’ perspectives about the human experience?

Question 12

“The only constant within the human experience is change.”

To what extent does this paradoxical statement reflect your understanding of your prescribed text?

Question 13

How does your text use storytelling to deepen the responder’s understanding of the power of human relationships?

Question 14

How does your text develop a strong voice to shape the reader’s perspectives about the nature of individual experiences?

Question 15

“The most powerful and transcendental human experience is love.”

Love can come in many different forms. How does your text represent the impact of this emotion on individual and collective human experiences? In your response, make close reference to the above statement and your prescribed text.

Form Questions

Question 16 - prose fiction.

“The primary purpose of prose to create an authentic representation of the human experience.”

To what extent does the given statement align with your understanding of your prescribed text? In your response, discuss how narrative voice and structure help create this authenticity.

Question 17 - Poetry

“The power of poetry is not so much in the literal meaning of the words, but in the feelings that it evokes through imagery and other creative choices. It is through those feelings that we learn about the human experience.”

To what extent does this statement align with your understanding of your prescribed text?

Question 18 - Drama/ Shakespearean Drama

Analyse your prescribed text’s use of performance devices in representing human emotions.

Question 19 - Nonfiction

Analyse how the narrative voice of your prescribed text deepens your understanding of the individual experience represented.

Question 20 - Film & Media

Analyse how visual techniques work in conjunction with dialogue to accurately portray the interaction between individual and collective human experiences.

The following are all text-specific questions:

All the Light We Cannot See (Doerr, Anthony):

Question 21.

How does Doer represent the impact of adversity on the individual and collective behaviours?

Question 22

“So how, children, does the brain, which lives without a spark of light, build for us a world full of light?”

How has Doer’s representation of hope deepened your understanding of the human experience? In your response, make close reference to the given quotation and your prescribed text.

Question 23

How does Doer’s complicated portrayal of heroes and villains reveal the universality of our underlying humanity?

Vertigo (Lohrey, Amanda):

Question 24.

How does Lohrey represent the importance of connection with place in shaping the individual human experience?

Question 25

“To awaken human emotion is the highest level of art.” – Isadora Duncan

Discuss how Lohrey’s representation of the range of human emotions has enhanced your understanding of the human experience. In your response, make close reference to the given quote and your prescribed text.

Question 26

How does Lohrey represent the impact of loss and grief on individual human experiences?

Nineteen Eighty-Four (Orwell, George):

Question 27.

“Don’t let it happen. It depends on you.” – George Orwell

How does the above quotation resonate with your understanding of Orwell’s authorial intent?

Question 28

How does Orwell represent the power of collective narratives to homogenise individual human experiences?

Question 29

How does Orwell represent the nature of human emotions within a totalitarian regime, and how does this representation help support his authorial purpose?

Past the Shallows (Parrett, Favel):

Question 30.

“No man is an island entire of itself.” – John Donne

Does the above quotation affirm or challenge Parrett’s representation of isolation in Past the Shallows?

Question 31

Analyse how Parrett’s representation of fear shapes your understanding of human behaviours and motivations.

Question 32

How does Parrett represent the influence of setting on individual and collective human experiences?

Rosemary Dobson Collect Poems

‘Young Girl at a Window’, ‘Over the Hill’, ‘Summer’s End’, ‘The Conversation’, ‘Cock Crow’, ‘Amy Caroline’, ‘Canberra Morning’

Question 33

How does Dobson experiment with form to examine the impact of internal conflict on the individual human experience? In your response, refer to AT LEAST TWO of Dobson’s prescribed poems.

Question 34

“His eyes lit windows facing west / to the lemon-coloured light.” - Over the Hill, Rosemary Dobson

How does Dobson’s poetry engage with the different human reactions to change? In your response, refer to the above quotation and TWO OR MORE of Dobson’s prescribed poems.

Question 35

How does Dobson use her poetic form to explore the depth of human emotions? In your response, make clear reference to specific FORM choices made by Dobson in NO MORE THAN TWO of her poems.

Kenneth Slessor Selected Poems

‘Wild Grapes’, ‘Gulliver’, ‘Out of Time’, ‘Vesper-Song of the Reverend Samuel Marsden’, ‘William Street’, ‘Beach Burial’

Question 36

How does Slessor use imagery to evoke confronting emotions and experiences? In your response, refer to AT LEAST TWO of Slessor’s prescribed poems.

Question 37

How does Slessor highlight the paradoxes and anomalies inherent within the human experience? In your response, refer to NO MORE THAN TWO of Slessor’s prescribed poems.

Question 38

How does Slessor’s use of poetic personas allow him to shine light on complex aspects of the human experience? In your response, refer to AT LEAST TWO of Slessor’s prescribed poems.

The Crucible (Miller, Arthur)

Question 39.

“Whilst The Crucible is clearly a response to Miller’s context, it also contains enduring messages about human behaviours and motivations.”

How does the above statement reflect your understanding of the human experience represented in Arthur Miller’s The Crucible?

Question 40

How does Miller represent the power of institutional narratives to overwhelm and shape individual and collective human experiences?

Question 41

“Fear is the primary motivator within the human experience.”

To what extent does this statement reflect your understanding of the human experiences represented in Arthur Miller’s The Crucible?

The Merchant of Venice (Shakespeare, William)

Question 42.

How does Shakespeare represent differing motivations and their impact on human behaviours?

Question 43

“Life itself, my wife and all the world / Are not with me esteemed above thy life.” (Bassiano to Antonio, IV.i.275-276, The Merchant of Venice, William Shakespeare)

How does Shakespeare represent the importance of connection with others in providing value to human experiences?

Question 44

How does Shakespeare in The Merchant of Venice represent the influence of social laws and norms on both individual and collective human experiences?

The Boy Behind the Curtain (Winton, Tim)

Question 45.

How does Winton’s memoir form invite the reader to reflect upon the impact of past experiences in shaping individual identity? In your response, refer to AT LEAST TWO of Winton’s stories prescribed for study.

Question 46

To what extent does Winton engage with the tensions between individual motivations and collective expectations? In your response, refer to NO MORE THAN TWO of Winton’s stories prescribed for study.

Question 47

“For many, certainty has become the new normal, but it’s an illusion…We’ll forever be vulnerable to havoc.” – Havoc, Tim Winton

How does Winton represent the illusions within the human experience? In your response, make specific reference to above quotation and AT LEAST TWO of Winton’s stories prescribed for study.

I Am Malala (Yousafzai, Malala & Lamb)

Question 48.

“We realise the importance of our voices only when we are silenced.” – I am Malala, Malala Yousafzai

How does Yousafzai represent the importance of storytelling to empower individuals and collectives? In your response, make close reference to the above quotation and your prescribed text.

Question 49

How does Yousafzai represent the importance of maintaining individual values in the face of challenging individual and collective human experiences?

Question 50

How does Yousafzai in I am Malala represent the emotions and behaviours associated with experiences of inequality?

Question 51

How does Yousafzai in I am Malala represent our underlying, universal humanity despite our different beliefs and backgrounds?

Billy Elliot (Daldry, Stephen)

Question 52.

“We cannot change who we are, no more than we can change the rising of the sun or the coming of the tides.”

Does the above statement affirm or challenge your understanding of the representation of individual identity in Daldry’s Billy Elliot?

Question 53

How does Billy Elliot use visual techniques to engage with the difficulty of overcoming social expectations?

Question 54

How does Daldry in Billy Elliot represent the importance of acceptance to the human experience?

Go Back to Where You Came From (O’Mahony, Ivan)

Question 55.

How does Go Back to Where You Came From use documentary techniques which confront the viewer’s expectations to reveal the range of human experiences?

Question 56

How does Go Back to Where You Came From represent the power of new experiences to change existing perspectives?

Question 57

How does Go Back to Where You Came From represent our underlying, universal humanity despite our different beliefs and backgrounds?

Waste Land (Walker, Lucy)

Question 58.

“A powerful artistic vision is undeniable.”

Does the above quote affirm or challenge your understanding of Waste Land’s representation of the importance of artistic purpose for individual identity?

Question 59

How has your study of Waste Land enhanced your understanding of the power of creative expression to unite communities?

Question 60

How does Waste Land use visual techniques to shape our understanding of the timelessness and universality of human concerns and challenges?

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About the Author

Fionn is a humanities tutor at Premier Tutors. Fionn attended Cranbrook School on a full academic Academic Scholarship and graduated as Dux with a perfect ATAR of 99.95.

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October 6, 2021

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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.

Previous Post How Primary School Tutoring Can Prepare Your Child For High School

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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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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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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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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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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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HSC exam guide: top 5 tips on how to blitz your humanities exam

Dean, Faculty of Arts and Social Sciences, Professor of Political Philosophy, University of Sydney

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How do you best prepare for your exams in humanities subjects? As Dean of an Arts and Social Sciences faculty, I have been asked this question frequently when speaking to high school students over the past few months.

I usually start off by saying - well, it depends on what you want from your studies. This probably isn’t the answer students (or their parents) initially want to hear. But motivation and clarity of purpose are hugely important when tackling any significant challenge.

However, I do have some suggestions that might help students (and their families) prepare – whether for exams in English, history, languages, or any of the diverse but rigorous areas of study that make up the humanities. Here are my top five tips.

1. Keep up with your reading and assessments over the course of the whole year. For some of you, it might already be too late, but for those of you who have been keeping up, I hope this is reassuring, because it really is the most important advice of all.

Humanities subjects are best studied through a prolonged and deep engagement with the texts you have been assigned (whether novels, poems, histories, films or photographs); it’s not something susceptible to cramming at the last minute.

You need to read methodically, ask lots of questions and discuss them with your classmates, teachers, friends and family. Often the books we set for exams are difficult and elusive, but also, with some effort, richly rewarding – that’s why we’re still reading them, sometimes hundreds of years after they have been written.

If you’ve skived off for most of the year and only skimmed the material and relied entirely on Sparknotes and Wikepedia to get through the assessments, then it’s time to play catch-up and get reading now.

2. Don’t prepare by pre-writing all of your essays and memorising them in full, hoping to guess correctly about the questions on the exam. This has unfortunately become something of a common strategy among many high school students today. But the examiners are onto it. You run the risk of guessing incorrectly, with potentially disastrous consequences.

You’re also cheating yourself out of genuinely learning from the material you’re reading and writing about. There is a freshness and incisiveness about an examination answer that a student has tackled when thinking on their feet in the exam room. And you will feel much better – certainly less anxious - walking into that examination room having taken this approach, rather then hoping you’ve memorised the right practice essay.

3. Have some useful quotes in mind for each of your subject areas, but be selective and strategic. Many students worry about having enough quotes to weave into their essays. Here, some memorisation does come in handy – but choose carefully and don’t overdo it. You want to demonstrate your grasp of the text and maximise the impact of your quotations for the sake of your argument.

I’ve heard some pretty amazing stories about how to ensure you can remember them – sniffing rosemary oil as you study and then taking a twig into the exam room; or pasting extracts all over the house, including in the shower, on your bedroom wall and next to the kitchen sink. But here’s my secret tip: go for a walk.

Philosophers have known for millennia that walking and thinking go extremely well together. Why do you think Socrates spent most of his time wandering around the Greek agora? Stuff tends to stick in your mind when you think and walk at the same time – but pay attention to where you’re going!

4. Exercise your writing skills: By all means practise writing essays, but not for the sake of memorising them. Rather, writing practice essays helps to organise your thoughts and limber up your writing “muscles”.

Here is another tip that you might have already figured out for yourself: writing is like physical exercise. You need to train up your writing skills as you would your body for a big race. So get training. And get inspired by reading some great writing before you start each day.

5. Embrace the open-endedness, ambiguity and richness of literature, history and language studies. This is probably the biggest challenge of all – and not everyone can or wants to do this - but perhaps the most rewarding too. Not everything has been said about Othello, though it might feel that way.

The reasons for the decline of Rome seem almost too well known, but the resonance of Roman ideals still matters today in countless ways. The intricacies of ancient Greek, the complexity of French verbs and elusiveness of German syntax require the mastery of seemingly endless rules, but their application still requires flair and creativity. The humanities are, after all, ultimately about what it means to live, feel and think as a human being.

Plan to do your best in your exams and train accordingly. But don’t miss out on the extraordinary journey of ideas, concepts and stories you’ve been on. It will keep you fresh for examination day.

More importantly, it’s what will stay with you long after you’ve finished the exam and much longer than whatever marks you ultimately receive on the day.

This is the first article in the Exam Guide series.

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• COMPLETING STORY
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Composition

Important composition for hsc exam 2024.

Composition writing is the process of creating written works such as essays, stories, and other types of texts. It requires the writer to organize their thoughts and ideas in a clear and coherent manner, and to express themselves using appropriate language and grammar. I have written all important compositions for all classes students including class 6, 7, 8, 9, 10, 11, 12, ssc and hsc examination. I have given the list of 100% common and important compositions for upcoming HSC examination. Composition is a short piece of writing done as a school exercise. The definition of composition is the act of putting something together, or the combination of elements or qualities. To read the compositing, just click on the name of the composition . All the compositions are very readable and very easy to learn.

Most Important and 100% common compositions for HSC 2024 examination:

• Deforestation Composition
• Digital Bangladesh Composition
• Flood in Bangladesh Composition
• Fruits of Bangladesh Composition
• My Favourite Personality Composition
• Physical Exercise Composition
• T ree Plantation Composition
• A Journey by Train Composition
• Climate Change Composition
• Duties of A students Composition
• Environment Pollution Composition
• Importance of Rivers in Bangladesh Composition
• My Childhood Memories Composition
• My Favourite Hobby Composition
• My Favourite Season Composition
• Patriotism Composition
• Rivers of Bangladesh composition
• My First Day at college

Most Important and 100% common compositions for SSC examination:

•   Your Aim in Life composition
• Your Future Plan of Life composition
• A journey you have recently enjoyed composition
• A Journey by train composition
•  A Journey by Boat You Made composition
• Tree Plantation composition
• Why You Think More Trees Should be Planted composition
• Importance of Tree Plantation composition
• Your Favourite Game
• The Game You Like Most composition
• The season You Like Most composition
• The Spring in Bangladesh composition
• Importance of Reading Newspaper composition
• Newspaper composition
• Physical Exercise composition
• Importance of Physical Exercise composition
• Wonders of Modern Science composition
• Your Favourite Hobby composition
• Duties of a Student composition
• Television composition
• Importance of Television in Your Life composition
• The Recent Flood in Bangladesh composition
• Your Childhood Memories composition
• Population Problem in Bangladesh composition

Tags: Most Important composition for class 6, 7, 8, 9, 10, jsc, ssc and hsc examination, composition writing, composition suggestions, hsc composition, Most Important composition for class 6, 7, 8, 9, 10, jsc, ssc and hsc examination, 

HSC English 2nd Paper Important Compositions List

• Importance of the Rivers in Bangladesh.
• Over population Tampers all Development Programmes
• How Sky Culture Affects Our Lite-on Earth
• Rumours and False News in Social Media and Its Eflects
• Climate Change and It’s Devastating Impact on Bangladesh
• My Favourite Book
• Our Population, a Prospect or a Problem?
• Duties and Responsibilities of Students
• Recurrent Visits of Natural Calamities in the Coastal Areas and ‘Their Impa
• University Admission is too Competitive
• Digital Bangladesh Unemployment Problem in Bangladesh
• Climate Change
• Empowerment Can Free Women from all Sorts of Discrimination
• Modern Technology and Globalization
• Drug Addiction
• Students and Social Service
• My Childhood Memories
• Environmental Pollution in Dhaka City

Here are some suggestions for composition writing:

• Understand the prompt: Before you start writing, make sure you understand the prompt or topic of the composition. Take the time to read it carefully and think about what you are being asked to write about.
• Plan your composition: Before you start writing, take a few minutes to plan your composition. This can include brainstorming ideas, outlining your main points, and organizing your thoughts in a logical order.
• Use descriptive language: Use descriptive language and imagery to create a sense of setting and atmosphere in your composition. This can help to engage the reader and make your writing more interesting.
• Use transitions: Use transitional words and phrases to connect your ideas and make your composition flow smoothly. This can help to improve the coherence and cohesiveness of your writing.
• Edit and revise: Once you have finished writing your composition, take the time to edit and revise it. This can include checking for spelling and grammar errors, as well as making sure that your ideas are clearly expressed and that your composition is well-organized.
• Use examples and evidence: If you are writing an argumentative or persuasive composition, make sure to use examples and evidence to support your position. This can help to make your argument more convincing.
• Practice: Practice writing compositions regularly, focusing on different types of writing and different prompts. This can help to improve your writing skills and make you more confident when it comes to taking exams.
• Read widely: Reading widely will help to expose you to different styles of writing, vocabulary, and structures, which will in turn help you in your composition writing.
• Understand the format and requirements of the specific exam you are taking and practice writing compositions that align with those requirements.
• Be mindful of the time, make sure to manage your time well, and don't spend too much time on a single paragraph or idea.

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Exclusive Suggestions for HSC 2023

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Compositions

• Food Adulteration Paragraph
• Tree Plantation Composition

Paragraph with Bangla meaning

• 7th March Historical Speech paragraph with Bangla meaning
• A Book Fair paragraph with Bangla meaning
• A Bus Stand paragraph with Bangla meaning
• A Fisherman paragraph with Bangla meaning
• A Moonlit Night paragraph with Bangla meaning
• A Railway Station paragraph with Bangla meaning
• A Rainy Day paragraph with Bangla meaning
• A Rickshaw Puller paragraph with Bangla meaning
• A School Magazine paragraph with Bangla meaning
• A Street Accident paragraph with Bangla meaning
• A Street Beggar paragraph with Bangla meaning
• A Street Children paragraph with Bangla meaning
• A Street Hawker paragraph with Bangla meaning
• A Tea Stall paragraph with Bangla meaning
• A Village Doctor paragraph with Bangla meaning
• Adolescence paragraph with Bangla meaning
• Air Pollution paragraph with Bangla meaning
• Bangabandhu paragraph with Bangla meaning
• Climate Change paragraph with Bangla meaning
• Dangers of Smoking paragraph with Bangla meaning
• Deforestation paragraph with Bangla meaning
• Diaspora paragraph with Bangla meaning
• Dowry System paragraph with Bangla meaning
• Drug Addiction paragraph with Bangla meaning
• Early Marriage paragraph with Bangla meaning
• Early Rising paragraph with Bangla meaning
• Environment Pollution paragraph with Bangla meaning
• Etiquette and Manners paragraph with Bangla meaning
• Female Education paragraph with Bangla meaning
• Folk Music paragraph with Bangla meaning
• Food Adulteration paragraph with Bangla meaning
• Gender Discrimination paragraph with Bangla meaning
• Global Warming paragraph with Bangla meaning
• Globalization paragraph with Bangla meaning
• Good Manners paragraph with Bangla meaning
• Higher Education in Bangladesh paragraph with Bangla meaning
• Human Rights paragraph with Bangla meaning
• International Mother Language Day paragraph with Bangla meaning
• Life of a Farmer paragraph with Bangla meaning
• Load Shedding paragraph with Bangla meaning
• Metro Rail paragraph with Bangla meaning
• Modern Technology paragraph with Bangla meaning
• My Classroom paragraph with Bangla meaning
• My Country paragraph with Bangla meaning
• My Reading Room paragraph with Bangla meaning
• Natural Calamities in Bangladesh paragraph with Bangla meaning
• Nelson Mandela paragraph with Bangla meaning
• Our National Flag paragraph with Bangla meaning
• Our School Library paragraph with Bangla meaning
• Padma Bridge paragraph with Bangla meaning
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• Price Hike paragraph with Bangla meaning
• Sound Pollution paragraph with Bangla meaning
• The Importance of Learning English paragraph with Bangla meaning
• The Importance of Reading Newspaper paragraph with Bangla meaning
• The Life of A Day Labourer paragraph with Bangla meaning
• Traffic Jam paragraph with Bangla meaning
• Tree plantation paragraph with Bangla meaning
• Water Pollution paragraph with Bangla meaning
• Winter Morning paragraph with Bangla meaning

Completing Story

• 10 Completing Story for SSC
• A Cunning Fox and a Foolish Crow Completing story
• A farmer and His Goose Completing Story
• A Friend in Need is a Friend Indeed completing Story
• A King Without a Kingdom completing story
• A liar shepherd Completing Story
• A sly fox and a foolish crow completing story
• A Thirsty Crow Completing Story
• All that glitters is not gold completing story
• An Honest Woodcutter Completing story
• Androcles and the lion completing story
• Devotion of Hazrat Bayazid to his mother completing story
• Dividing the Bread Completing Story
• Dress Doesn’t Make a Man Great Completing Story
• Failure is the pillar of Success completing story
• Grapes Are Sour Completing Story
• Grasp All Lose All completing story
• King Lear and his Daughters
• King Midas and the Golden Touch completing story
• Money Cannot Bring Happiness Completing Story
• Robert Bruce and his kingdom story wih bangla meaning
• Slow and Steady Wins the Race completing story
• The Dove and the Ant completing story
• The Golden Egg Completing Story
• The lion and the mouse completing story
• The Old Farmer and His Three Sons completing story
• Unity is strength Completing Story
• Where there is a will there is a way Completing Story
• A Book Fair I have Visited Paragraph
• A Book Fair Paragraph
• A day labourer Paragraph
• A Moonlit Night Paragraph
• A PICNIC Paragraph
• A Railway Station Paragraph
• A Rainy Day Paragraph
• A School Library Paragraph
• A Street Accident Paragraph
• A Tea Stall Paragraph
• A Village Doctor Paragraph
• A Village Fair Paragraph
• A Winter Morning Paragraph
• Adolescence Paragraph
• An Ideal Student Paragraph
• Auto Paragraph
• Bangabandhu Satellite Paragraph
• Child Labour Paragraph
• Climate Change Paragraph
• Copying in the examination paragraph
• CoronaVirus Paragraph
• Corruption Paragraph
• Danger of smoking paragraph
• Deforestation Paragraph
• Dengue Fever Paragraph
• Diaspora Paragraph
• Discipline Paragraph
• Dowry System Paragraph
• Drug Addiction Paragraph
• Early Marriage Paragraph
• Effect of Television Paragraph
• Environment Pollution Paragraph
• Etiquette and Manner Paragraph
• Female Education Paragraph
• FIFA World Cup 2022 Paragraph
• Folk Music Paragraph
• Gender Discrimination Paragraph
• Global Warming Paragraph
• Globalization Paragraph
• Good Health Paragraph
• Green House Effect Paragraph
• Higher Education in Bangladesh Paragraph
• Historic 7th March Speech Paragraph
• HSC 2023 Paragraph suggestion
• Human Rights Paragraph
• Importance of Learning English Paragraph
• Important Paragraph for HSC
• International Mother Language Day Paragraph
• Load-shedding Paragraph
• Lockdown Paragraph
• Metro Rail Paragraph
• Mobile Phone Paragraph
• Modern Technology Paragraph
• Mujib Year / Mujib Borsho Paragraph
• My Best Friend Paragraph
• Newspaper Paragraph
• Our Country Bangladesh Paragraph
• Padma Bridge Paragraph
• Pahela Baishakh Paragraph
• Peace And Conflict Paragraph
• Peace Movement Paragraph
• Physical Exercise Paragraph
• Population problem paragraph
• Price Hike Paragraph
• Road Accident Paragraph
• Rohingya Crisis Paragraph
• Sound Pollution Paragraph
• SSC important Paragraph
• Street Children Paragraph
• Superstition Paragraph
• Terrorism in the campus paragraph
• Terrorism Paragraph
• The 21st February Paragraph
• The Importance of Learning English Paragraph
• The Life of a Farmer Paragraph
• Tree Plantation Paragraph
• Victory Day Paragraph
• An email to your friend describing how to use internet
• Email to Your Friend Condoling at His Father’s Sudden Death
• Write an email inviting your friend to come to visit the Sundarbans
• Write an email to your father about your progress in studies and preparation for the exam
• Write an email to your father describing your exam
• Write an email to your father informing him of your result that has been published recently
• Write an email to your foreign friend telling him about beauty of Bangladesh
• Write an email to your friend about the duties and responsibilities of a good citizen
• Write an email to your friend about the experience of visiting the Shat Gambuj Mosque
• Write an email to your friend about the importance of games and sports
• Write an email to your friend about your experience of a train journey
• Write an email to your friend congratulating him for his good performance in a cricket match
• Write an email to your friend congratulating him/her on his/her brilliant success
• Write an email to your friend describing a historical place
• Write an email to your friend describing about your country and its natural beauty
• Write an email to your friend describing the co-curricular activities of your college
• Write an email to your friend describing the prize giving ceremony of your college
• Write An Email To Your Friend Describing Your Native Village
• Write an email to your friend greeting him/her happy new year
• Write an email to your friend inviting him to attend the wedding ceremony of your elder brother/ sister
• Write an email to your friend inviting him to spend the summer vacation with you in your village home
• Write an email to your friend narrating the sufferings of the flood affected people
• Write an email to your friend telling him about taking food in a Chinese restaurant
• Write an email to your friend telling him about your recent visit to Paharpur
• Write an email to your friend telling him/her about the benefits of reading newspaper
• Write an email to your friend thanking him whose home you have visited recently
• Write an email to your mother about how you physically feel after recovery from an ailment
• Write an email to your pen friend asking him/her to visit Bangladesh
• Write an email to your pen friend informing him about the experience of visiting a book fair
• Write an email to your younger brother about the importance of learning English
• Write an email to your younger brother advising him not to adopt unfair means in the examination
• Write an email to your younger brother advising him to be regular in studies
• Write an email to your younger brother describing him the importance of ICT knowledge
• Write an email to your younger brother describing the importance of physical exercise

Informal Letter

• Write a letter about your preparation for the coming SSC exam
• Write a letter describing how you have celebrated the Pohela Boishakh
• Write a letter describing the importance of physical exercise
• Write a letter of sympathy to your sick friend in hospital
• Write a letter on how to improve proficiency in English
• Write a letter to pen friend about food and food habit of Bangladesh
• Write a letter to your father informing him of your mother’s illness
• Write a letter to your friend about the annual prize giving ceremony of your school
• Write a letter to your friend about your aim in life
• Write a letter to your friend condoling him on his father’s death
• Write a letter to your friend congratulating him on his brilliant result
• Write a letter to your friend consoling him at his failure in the SSC examination
• Write a letter to your friend describing the accident you have witnessed
• Write a letter to your friend describing the bad effect of smoking
• Write a letter to your friend discussing the importance of learning English
• Write a letter to your friend inviting him to join the picnic
• Write a letter to your friend inviting him/her to spend a few days with during the summer vacation
• Write a letter to your friend telling him about the importance of reading newspaper
• Write a letter to your friend telling him how you have spent the summer vacation
• Write a letter to your friend thanking him for a birthday gift
• Write a letter to your younger brother advising him to be sincere and attentive to his study

ভাবসম্প্রসারণ

• ভাবসম্প্রসারণ: আপনারে লয়ে বিব্রত রহিতে আসে নাই
• ভাবসম্প্রসারণ: দুঃখের মত এত বড় পরশ পাথর আর নেই
• ভাবসম্প্রসারণ: পথ পথিকের সৃষ্টি করে না
• ভাবসম্প্রসারণ: বিদ্যার সাথে সম্পর্কহীন জীবন অন্ধ
• ভাবসম্প্রসারণ: বিদ্যার সাধনা শিষ্যকে নিজে করতে হয়
• ভাবসম্প্রসারণ: স্বদেশের উপকারে নাই যার মন

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Essay Writing Master Class

03 Jun 2024

Year 12 LIFT class were given an essay writing master class conducted by Mr McArdle. The students were challenged to explore the intricacies of HSC examination questions. The student surveys were overwhelmingly positive. 

Congratulations to the students who completed the homework task to win a prized opportunity to gain personalised one on one feedback from Mr McArdle. 

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