hsc advanced english sample essays

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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Common Module State-Rank Essay Showcase: Nineteen Eighty-Four

The following essay was written by Project Academy English Tutor, Marko Beocanin

Marko Beocanin

99.95 ATAR & 3 x State Ranker

The following essay was written by Project Academy English Teacher, Marko Beocanin.

Marko’s Achievements:

• 8th in NSW for English Advanced (98/100)
• Rank 1 in English Advanced, Extension 1 and Extension 2
• School Captain of Normanhurst Boys High School

Marko kindly agreed to share his essay and thorough annotations to help demystify for HSC students what comprises an upper Band 6 response!

Common Module: Nineteen Eighty-Four Essay Question

Marko’s following essay was written in response to the question:

“The representation of human experiences makes us more aware of the intricate nature of humanity.” In your response, discuss this statement with detailed reference to George Orwell’s ‘Nineteen Eighty-Four’.

State-Ranking Common Module Essay Response

George Orwell’s 1949 Swiftian satire Nineteen Eighty-Four invites us to appreciate the intricate nature of humanity by representing how the abuse of power by totalitarian governments degrades our individual and collective experiences. (Link to rubric through individual/collective experiences, and a clear cause and effect argument: totalitarian governance -> degraded human experience. Also, comments on the genre of Swiftian satire. Value!) Orwell explores how oppressive authorities suppress the intricate societal pillars of culture, expression and freedom to maintain power. He then reveals how this suppression brutalises individual human behaviour and motivations because it undermines emotion and intricate thought. (Link to rubric through ‘human behaviour and motivations’, and extended cause and effect in which the first paragraph explores the collective ‘cause’ and the second paragraph explores the individual ‘effect’. This is an easy way to structure your arguments whilst continuously engaging with the rubric!) Ultimately, he argues that we must resist the political apathy that enables oppressive governments to maintain power and crush human intricacy. Therefore, his representation of human experiences not only challenges us to consider the intricate nature of humanity, but exhorts us to greater political vigilance so we can preserve it. (Concluding sentence that broadens the scope of the question and reaffirms the purpose of the text).

Orwell makes us aware of the intricate nature of humanity by representing how totalitarian authorities suppress intricate collective experiences of culture, expression and freedom in order to assert control. (This is the ‘collective’ paragraph – a cause and effect argument that relates the question to the loss of human intricacy in the collective as a result of totalitarian rule). His bleak vision was informed by Stalin’s USSR: a regime built upon the fabrication of history in Stalin’s ‘cult of personality’, and ruthlessly enforced by the NKVD. (Specific context – an actual specific regime is named and some details about its enforcement are given). The symbolic colourlessness and propaganda-poster motif he uses to describe London reflects the loss of human intricacy and culture under such leadership: “there seemed to be no colour in anything, except the posters that were plastered everywhere.” (First example sets up the world of the text, and the degraded collective experience). Orwell uses the telescreens, dramatically capitalised “BIG BROTHER IS WATCHING YOU” posters and allusions to Stalin in Big Brother’s “black-moustachio’d face” as metonyms for how governmental surveillance dominates both physical and cultural collective experiences. Winston’s metatextual construction of the fictitious “Comrade Ogilvy” serves as a symbol for the vast, worthless masses of information produced by totalitarian governments to undermine the intricacy of real human history: “Comrade Ogilvy, who had never existed…would exist just as authentically, and upon the same evidence, as Charlemagne or Julius Caesar.” Similarly, Orwell’s satirical representation of Newspeak ignites the idea that political slovenliness causes self-expression to degrade, which in turn destroys our capacity for intricate thought and resistance: “we shall make thoughtcrime literally impossible, because there will be no words in which to express it.” (The examples above prove that the government’s leadership style truly is totalitarian, and that it results in a loss of intricacy and ‘humanity’ in the collective. It’s good to cover a variety of examples that explore different facets of the collective – for example, the first example establishes the extreme surveillance, the second example establishes the loss of ‘truth’/history, and the third example establishes the loss of language). The political bitterness that marks Nineteen Eighty-Four as a Swiftian satire (This is a link to the ‘Swiftian’ term used in the thesis statement. It’s important to refer back to any descriptive terms you use in your thesis) ultimately culminates in O’Brien’s monologue, where Orwell juxtaposes the politicised verb “abolish” to symbols of human intricacy, “we shall abolish the orgasm…there will be no art, no literature, no science…when we are omnipotent”, to express how totalitarian rulers suppress collective experiences to gain metaphoric omnipotence. Thus, Orwell makes us aware of the intricate nature of humanity by representing a future in which totalitarian governments suppress it. (A linking sentence that ties it all back to the question and rephrases the point)

Orwell then argues that the effect of this suppression is a loss of human intricacy that brutalises society and devalues individual experiences. (Cause and effect argument that links collective suppression to a loss of human intricacy on an individual scale – continuous engagement with the question and the rubric!) Orwell’s exposure to the widespread hysteria of Hitler’s Nazi regime, caused by the Nuremberg Rallies and Joseph Goebbels’ virulent anti-semitic propaganda, informs his representation of Oceania’s dehumanised masses. (More specific context around the Nazis, and a specific link to how it informed his work) The burlesque Two Minute Hate reveals human inconsistency by representing how even introspective, intelligent characters can be stripped of their intricacy and compassion by the experience of collective hysteria: even Winston wishes to “flog [Julia] to death with a rubber truncheon…ravish her and cut her throat at the moment of climax”, and is only restored by compliance to the Christ-like totalitarian authority, “My-Saviour!”, Big Brother. (A link to the rubric with the ‘human inconsistency’ point) Orwell frequently juxtaposes dehumanising representations of the proles, “the proles are not human beings”, to political sloganism: “As the Party slogan put it: ‘Proles and animals are free’”, to argue that in such a collectively suppressed society, the upper class grow insensitive towards the intricate nature of those less privileged. (It’s important to link the proles into your argument – they’re often forgotten, but they’re a big part of the text!) He asserts that this loss of empathy degrades the authenticity and intricacy of human relationships, characterised by Winson’s paradoxically hyperbolic repulsion towards his wife: “[Katharine] had without exception the most stupid, vulgar, empty mind that he had every encountered”. (Continuous engagement with the question and rubric: make sure to recycle rubric terms – here, done with ‘paradoxically’ – and question terms – here, with ‘intricacy’)  Winston’s “betrayal” of Julia symbolises how totalitarianism ultimately brutalises individuals by replacing their compassion for intricate ideals such as love with selfish pragmatism: “Do it to Julia…Tear her face off, strip her to the bones. Not me!” Therefore, Orwell makes us more aware of the intricate nature of humanity by demonstrating how it can be robbed by suppressive governments and collective hysteria. (A linking sentence that sums up the paragraph).

By making us aware of how totalitarian governments suppress meaningful human experiences both individually and collectively, Orwell challenges us to resist so we can preserve our intricate nature. (This third paragraph discusses Orwell’s purpose as a composer. This can in general be a helpful way to structure paragraphs: Collective, Individual, Purpose) Orwell’s service in the 1930s Spanish Civil War as part of the Republican militia fighting against fascist-supported rebels positions him to satirise the political apathy of his audience. (Integration of personal context is useful here to justify Orwell’s motivations. It’s also a lot fresher than just including another totalitarian regime Orwell was exposed to) Orwell alludes to this through the metaphor of Winston’s diarising as an anomalous individual experience of resistance, ““[Winston] was a lonely ghost uttering a truth that nobody would ever hear,” which highlights how his intricate nature persists even in a suppressive society. Often, Orwell meta-fictively addresses his own context, as “a time when thought is free…when truth exists”, to establish an imperative to preserve our intricate human nature while we still can. The Julia romance trope (It’s good to include terms such as ‘trope’ which reflect your understanding of narrative structure and the overall form of the work.) represents how Winston’s gradual rejection of his political apathy empowered him to experience an authentic, intricately human relationship that subverts his totalitarian society: “the gesture with which [Julia] had thrown her clothes aside…[belonged] to an ancient time. Winston woke up with the word ‘Shakespeare’ on his lips.” Orwell juxtaposes Julia’s sexuality to Shakespeare, an immediately-recognisable metonym for culture and history, to argue that human intricacy can only be restored by actively resisting the dehumanising influence of the government. Orwell also represents Winston’s desensitised and immediate devotion to the Brotherhood to reflect how the preservation of human intricacy is a cause worth rebelling for, even by paradoxically unjust means: “[Winston was] prepared to commit murder…acts of sabotage which may cause the deaths of hundreds of innocent people…throw sulphuric acid in a child’s face.” (More chronological examples that show Winston’s transformation throughout the text. It’s useful to explore and contrast those who resist with those who don’t resist, and how just the act of resistance in some way restores our humanity! That’s why this paragraph comes after the ‘brutalised individual experience’ paragraph) However, Orwell ultimately asserts that it is too late for Winston to meaningfully restore humanity’s intricate nature, and concludes the text with his symbolic death and acceptance of the regime, “[Winston] had won the victory over himself. He loved Big Brother.” (It’s important to remember that Orwell ends the text so miserably so that he can motivate his audiences not to do the same thing). The futility of this ending ignites the idea that we must not only be aware of our intricate nature, but must actively resist oppressive governments while we still can in order to preserve it. (A linking sentence that ties the paragraph together and justifies the futility of the ending)

Therefore, Orwell’s representation of human experiences in Nineteen Eighty-Four encourages us to reflect personally on our own intricate human nature, and challenges us to fight to preserve it. (Engages with the question (through the reflection point), and includes Orwell’s purpose as a composer). His depiction of a totalitarian government’s unchecked assertion of power on human culture and freedom, and the brutalising impact this has on individual and collective experiences, ultimately galvanises us to reject political apathy. (Your argument summaries can often be combined into a sentence or two in the conclusion now that the marker knows what you’re talking about. This reinforces the cause and effect structure as well.) Thus, the role of storytelling for Orwell is not only to make us more aware of our intricate nature, but to prove that we must actively resist oppressive governments while we still can in order to preserve it. (The clincher! It’s often useful to add “not only” in your final sentence to reinforce the massive scope of the text)

If reading this essay has helped you, you may also enjoy reading Marko’s ultimate guide to writing 20/20 HSC English essays .

P.S If you have any questions about aceing HSC English , you are welcome to learn from Marko and join one of Project Academy’s HSC English classes on a 3 week trial .

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Exploring sample answers – an imaginative response and reflection

This resource will support students to unpack a sample examination response from the 2019 HSC.

Part 1 – Imaginative response

Part 2 – Reflective response

This resource will support students to unpack a sample examination response from the 2019 HSC. The sample is an imaginative response and the associated reflection.​ Students will be provided with the opportunity to reflect on their own assessment for module c in light of this learning. There is a student resource booklet accompanying this presentation.

To support your learning and teaching of this unit access the:

Part 1 – Imaginative response (DOCX 173KB)

Part 2 – Reflective response (DOCX 172KB)

Exploring sample answers student resource (DOCX 247KB)

The HSC hub was created in 2020 – some resources may contain references to 2020 conditions and dates. Please check NESA HSC key dates and exam timetables and coronavirus advice .

We are working on accessibility for all of our support materials. If you need any assistance, please get in touch with us at [email protected] .

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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HSC Advanced English Mod B: Great Expectations Sample Essay and Essay Analysis

Subject: English

Age range: 16+

Resource type: Other

Last updated

21 September 2021

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This is a three-part resource for students undertaking the NSW HSC Advanced English Module B: Close Study of a Text.

A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5.

A sample essay for the prescribed text, Great Expectations, answers the 2019 HSC question:

Almost anybody can be reformed, but not everybody can be redeemed.

To what extent does this view align with your understanding of Great Expectations?

• There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

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Common Module – Practice Essay On 1984

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Resource Description

Common Module human experiences written by English Extension student, marked 20/20 response.

How effectively does your prescribed text tell stories to reveal both the personal and shared nature of human experiences?

Thesis Statement Ideas

Stories can accentuate humanity’s futile search for individualism and ignite new perspectives within readers to reflect upon their own values. Orwell’s three act novel 1984 follows the story of the societal anomaly Winston Smith as an individual pursuits memory, self autonomy, and human connection/emotion in response to an oppressive society. Orwell captures the individual human experience of Winston Smith for audiences to sympathise and reconsider the pursuit of individualism within their own time. Contrasting Winston Smith, Orwell encapsulates the collective human experience and their tendency to become subservient to oppressive powers personified by the mysterious ‘Big Brother’, highlighting the dangers of becoming complacent and not seeking individualism. Hence, Orwell exacerbates the individual and collective human experience to achieve his authorial purpose in highlighting the futile search for individualism while facing suppressions of memory, self-autonomy and human emotion.

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Improving your HSC English essay from the 17 range to the 19-20 range

Wednesday 4th, December 2019

Mikaela Mariano

English is one of those subjects that is mandatory for year 11 and year 12 students to undertake. However, it’s not that hard of a subject to smash. In my first and second assignment, I was always getting 17/20 and the feedback I got to improve those marks, was minimal and obscure. After some refinement in how I wrote, my trial marks in an individual essay became 19/20 and 20/20! But there is a distinct difference between the two; the use of a personal voice. Here’s a guide to help improve your english essays from a a 17/20 to a 19-20/20, adaptable for any form of texts in any module studied!

Focus less on structure

This is the most pivotal tip in all of english essays. Yes, it is important to have clear, concise paragraphs that are easily readable, however, English is about creating your own personal voice . Thus, falling out of a “conventional” structure is essential to reaching out to that voice. Personally, this was hard to adapt to, especially since throughout 7-10, I was always taught a specific structure on how to write:

Whilst this was useful, it didn’t enable me to connect with my own voice, which is important for Year 11 and Year 12. Let’s look at an example where I used this structure:

One of my body paragraphs from my first assessment, based on George Orwell’s ‘Nineteen Eighty Four’ and ‘Matrix’. Scored 17/20 for the essay.

Whilst this was an effective paragraph in outlining the similarities between both texts, the structure of this sounds purely mechanical and too methodical . It is clearly identifiable that I was using the above structure, which, thereby, hinders the development of that personal voice.

So how can I create that ‘Personal Voice’?

1) learn your texts in regards to the author’s context and paradigms.

To do well in english and score those high marks, you need to mainly consider the author’s contextual environment and their contextual influences. For example, in Orwell’s ‘Nineteen Eighty Four’, Orwell’s postmodernist influences were derived from Stalin’s fascist and communist authoritarianism persona, reflected upon the fictional entity, Big Brother – a figure practically structured around its own supposed infallibility. By adding this extra sophistication, you will signal to the marker that you are fully aware of the form of your text, and why the composer has chosen the form of the novel to communicate with the audience. To achieve this, you may consider the following questions:

> How is the author’s/composer’s contextual environment reflected upon the text? > What are some examples (evidence) in the texts demonstrating the issues that were prominent in the their society? This can be represented through motifs, characters in the story. It could even be important figures at the time > Why does the author use their techniques? > How does the composer then make the audience feel, and supplement their narrative? > How does their contextual environment resonate with us?

Remember each feature, technique, sentence in the texts was an integral yet deliberate compositional choice made from the author. So interrogate their motive behind every technique and analyse it from their intentions of writing it .

2) Integrate your evidence thoroughly

A part of creating your own voice, and scoring those near full or full marks in any english essay, is to holistically integrate your evidence . It is one thing to mention evidence that is relevant to your essay, but it adds another sophisticated layer when you are able to seamlessly establish your evidence consistently , without following a procedural, methodical approach.

Here is an example of one of my paragraphs I wrote for trials, scoring a 20/20 for the essay.

As seen in the paragraph, I followed an unconventional approach; I did not use the same structure aforementioned, but this let me access that ‘personal voice’. The difference between my 17/20 essay and this 20/20 essay, is that I consistently used evidence from my text as much as I could. Another thing to mention, is that I did not include a technique for every quote used. You don’t always need to add the sentence “The technique of so and so” before introducing the evidence and its perceived importance to show the marker you understand, rather, directly add it into the explanation and evaluation of your paragraph’s theme.

Interpret from a different perspective

In truth, this is harder than the other tips to get used to, but is surely one to use to stand out for the markers. This is about using the same theme, but being able to interpret it differently. To achieve this, you need to be able to know your texts inside out reading it a couple times and doing further research on the text. You could even look at some critic or academic readings to enhance a different perspective! (academia.edu is strongly recommended!). In your text, try to identify any non-linearity use of objects, structures of texts that’s mentioned and draw it to contextual ideas and genre of that text. For example, at the introduction of ‘Nineteen Eighty Four’, it includes “clocks were striking thirteen”. The use of 24 hour clock, unravels military time further reinforcing the connotation of war, corruption and state control in a dystopia, ‘perfect’ society. If you can’t do this, don’t fear! Here are the steps on how I was successful in doing this:

Pick a piece of evidence. This could be dialogue between the character or the character’s introspection, an object (motif or symbol) or the main setting where the story took place.

Analyse the piece of evidence from all points of view. In other words, consider the good connotations and the bad connotations that come with it, and how it relates to the author’s intention. Using the clock example from before, the clock is symbolic in a sense of structure and routine (a good connotation), but also that time can be manipulated, and is symbolic of ordeals at a time in past society (a bad connotation).

Adapt that evidence analysis into your paragraph, “tweak” it a bit to fit the theme of your paragraph.

Once you do this a couple of times, this comes with ease. Being successful in this is the difference between receiving just an A (17/20) to a higher A range (19-20/20).

LINK TO THE SYLLABUS!

You’ve probably heard this analogy more than enough times, “the syllabus is your bible”. So treat it like it is! Your syllabus has key words that is handy to use in any English essay. Integrating the terminology into your own essay will show the marker that you do know your syllabus inside out. To do this, look at your syllabus and highlight any terminology that is relevant to the modules studied. What I did, is for each module, on a flash card I wrote down the important words that I highlighted. That way, in preparation for trials and HSC, whenever I wrote an essay, I always had that flash card in front of me and in a way, I was able to memorise those specific words that enhanced my essay.

Following these tips will enhance your English writing, making your essay earn a higher A, and in turn, gain a greater appreciation for your texts. All the best for your English studies!

Q: How can I create my own 'personal voice' in English essays?

A: Creating a personal voice involves understanding the author's context and paradigms, integrating evidence seamlessly, interpreting themes from unique perspectives, and using terminology from the syllabus to enhance your analysis.

Q: What role does understanding the author's context play in English essays?

A: Understanding the author's context allows for a deeper analysis of the text, including the motivations behind the author's choices, the societal issues reflected in the text, and how these elements contribute to the overall message of the work. An author always has a purpose when they write their text, and they always want it to affect their reader in some way or another. Therefore, by understanding the context, you are better positioned to write about the author’s intention.

Q: How can I interpret themes from different perspectives in my English essays?

A: Interpreting themes from different perspectives involves thorough analysis of evidence, considering both positive and negative connotations, and relating them to the author's intentions and broader contextual ideas.

Q: Why is it recommended to use terminology from the syllabus in English essays?

A: Using terminology from the syllabus demonstrates a comprehensive understanding of the texts studied and allows for more precise and sophisticated analysis. This ultimately enhances the quality of your essay, allowing you to achieve higher marks.

Q: How can I effectively integrate evidence into my English essay?

A: Integrating evidence involves seamlessly incorporating quotes and examples into your analysis, avoiding a procedural or mechanical approach, and ensuring that each piece of evidence supports your argument cohesively. If you need help in integrating quotes into your English essay, have a read through this article.

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Year 12 english advanced, vce english units 3 & 4, the importance of practice.

Writing is hard. At least it is if you don’t have enough practice.

Only through practice will you develop the ability to think on the fly and confidently articulate new ideas in a succinct and sophisticated manner. And this is what will get you top marks.

Why past papers?

Past papers are the best form of practice because they emulate what you will actually be doing in your exam. Think about it like this: you wouldn’t prepare for a swimming race with a tennis match — you would prepare by swimming laps! Similarly, by gradually priming yourself to complete a past paper in strict exam conditions, you are doing the best thing for your exam performance.

How do I use these sample answers?

There’s no point in just blindly running through past papers without taking time to reflect on what you’ve learnt. So, our HSC English experts have written sample answers for you to compare your responses against. That way, you can see what a high scoring response would look like, understand what your response is lacking, and improve for next time. We highly recommend that you only look at our sample answers after you’ve completed the respective past paper because that is how you will learn to perform well in an exam setting.

HSC English Advanced Exam Paper Sample Answers/Guidelines are available for the:

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.

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