HSC Advanced English Lecture

- September Series

Presented by:
Alyssa
 THE GAME PLAN
Part 1: Common Module Revision (9:40--10:25)
- The Essay
- Unseen Texts
Part 2: Module A and B Revision (10:30--11:30)
- Module A Essay tips
- Module B Essay tips
Part 3: Module C, Exam Tips (11:30--12:00)
- Module C tips
- Q AND A SECTION!!!!
- Exam tips
2
Housekeeping Rules
 My personal recipe for success...

A scaffold or framework is like a roadmap.

Any good roadmap can accommodate for
slight detours!
 What is a framework?
Frameworks are about structure

- How to approach a question

- How to structure your essay
- Number, type and sequence of paragraphs
- How to structure your introduction
- How to structure your body paragraphs/analysis
- How to structure short answer questions
- How to structure a Mod C piece
 Common Module Framework
Steps for deconstructing a question
● What concept/s from the syllabus are being asked?
● Is there a prescribed focus that relates to the
concept/s?
● What audience impact is being gained?
Texts invite responders to:
○ See the world differently, Steps (CPA)
1. Concept
○ Challenge assumptions,
2. Prescribed focus
○ Ignite new ideas and 3. Audience impact
○ Reflect personally.
 Quick Syllabus Recap
3. Human
experiences
4. Human experiences resist
promote
2. Human experiences simplicity because human
change and
can be personal or motivation and behaviour is
growth.
shared. They can be diverse, inconsistent and
affected by our context. complex.

1. Experiences and how 5. Storytelling provides a

people respond to them, are unique vehicle for reflection
influenced by certain human and communication of human
qualities and emotions. experiences.

Disclaimer! Obviously there are many more

aspects or details, but this covers some of the
major syllabus points on HE.
 Common Module
Syllabus Reference: ‘texts represent human qualities and emotions associated
with, or arising from, these experiences’

Example Question: To what extent does the exploration of human experience

in The Merchant of Venice invite you to reconsider your
understanding of deception? (2019 HSC)

Concept: Human emotion arising from human experience

Prescribed Focus: Deception

Audience Impact: Challenge assumptions

 Thesis Writing
A good thesis says 2 things:

1. I understand the question

2. This is my proposed answer

Restating the question or using vague

qualifiers like “significantly” or “to a great
extent” do not achieve either of these.
 Thesis
In Shakespeare’s MoV, the exploration of human relationships provokes the
audience to consider the fact that all individuals engage in a manner of deceptive
and manipulative behaviour, rather than an exclusive set of immoral or corrupt
individuals. The characters’ deceptive behaviour provides insight into the complexity
of human motivation and morality, particularly the conflict of human virtue with
human pride, greed and self-preservation.

Aspect of human experience I’m focussing on

My thesis on what Shakespeare propose about deception
Link to another part of the syllabus
 Common Module
Syllabus Reference: ‘texts represent individual and collective human experiences’

Example Question: How have individual and collective identities been examined
through the role of the community in The Crucible?

Concept: Individual and collective experiences

Prescribed Focus: Identity + Community

Audience Impact: See the world differently (this one’s up to you!)

 Exemplar Introduction
Examining individual and collective identities reveals the influential force of
community in the narrative of human experience. Indeed, the private and
public contexts that give rise to these identities can be viewed as a nexus
bounded by social expectations, norms and values. Arthur Miller’s The
Crucible (1953) provides audiences a window into the way shared beliefs
and intentions, charged by hysteria and fear, guide human actions that
consequence in various conceptions of self. Through exploring Miller’s
representation of class, gender and race, we are able to formulate an
understanding of community’s significance in shaping identity and to see
the world and ourselves differently.
 Exemplar Introduction
Examining individual and collective identities reveals the influential force
of community in the narrative of human experience. Indeed, the private and
public contexts that give rise to these identities can be viewed as a nexus
bounded by social expectations, norms and values. Arthur Miller’s The
Crucible (1953) provides audiences a window into the way shared beliefs
and intentions, charged by hysteria and fear, guide human actions that
consequence in various conceptions of self. Through exploring Miller’s
representation of class, gender and race, we are able to formulate an
understanding of community’s significance in shaping identity and to see
the world and ourselves differently.
Tip: Quote the syllabus but also use
words and phrases that demonstrate a
personal understanding of the syllabus
concept
 Exemplar Introduction
Examining individual and collective identities reveals the influential force of
community in the narrative of human experience. Indeed, the private and
public contexts that give rise to these identities can be viewed as a nexus
bounded by social expectations, norms and values. Arthur Miller’s The
Crucible (1953) provides audiences a window into the way shared beliefs
and intentions, charged by hysteria and fear, guide human actions that
consequence in various conceptions of self. Through exploring Miller’s
representation of class, gender and race, we are able to formulate an
understanding community’s significance in shaping identity and to see the
world and ourselves differently.
Tip: A nice thesis structure:
Introduces the text in relation to the 1 sentence to broadly answer the
module itself, rather than just being like
McCarthyism, Red Scare, Salem etc, as question + 1 sentence APPLYING
well as its prevailing themes. your thesis to your text
 Exemplar Introduction - Concept
Examining individual and collective identities reveals the influential force of
community in the narrative of human experience. Indeed, the private and
public contexts that give rise to these identities can be viewed as a nexus
bounded by social expectations, norms and values. Arthur Miller’s The
Crucible (1953) provides audiences a window into the way shared beliefs
and intentions, charged by hysteria and fear, guide human actions that
consequence in various conceptions of self. Through exploring Miller’s
representation of class, gender and race, we are able to formulate an
understanding community’s significance in shaping identity and to see the
world and ourselves differently.
Tip: Always bring it back to audience
impact. Your marker is looking for a
thoughtful, personal and informed
judgment.
 Introductions - A possible framework

1. Present your overarching thesis (1 sentence)

2. Introduce your text and apply your personal thesis to
your text (1 sentence)
3. Signpost your arguments and provide further details
about your argument (if appropriate, mention context,
purpose and audience) (1-2 sentences)
4. Identify the relevant audience impact (1 sentence)
 How to study for Common
Module Essay
For each TQE:
Theme/
Aspect of HE
- Link to all relevant themes
- Link to all relevant aspects of
Human Experiences
Technique Quote Effect Theme Aspect of HE
 How to study for Common
Module Essay

Analysis that
Irrelevant Analysis that
relates to
Analysis relates to
CONCEPT
PRESCRIBED
FOCUS

RELEVANT
ANALYSIS
 We can also apply our
framework to the unseen
text section!

Steps
1. Concept
2. Prescribed focus
3. Audience impact
 Common Module
Syllabus Reference: ‘texts may give insight into the anomalies, paradoxes and
inconsistencies in human behaviour and motivations’

Example Question: Analyse how language forms and features have been used to
explore paradoxes in the human experience (4 marks)
 Common Module
Concept: Paradoxes

Prescribed Focus: Language forms and features

Audience Impact: Catalyse personal reflection

The use of the two separate speech bubbles and bold capitalised font draws the
observer’s eye to the text which highlights the paradoxical extremities of excessive
consumerism and apathetic complacency that humans display. The monotonous and
bored expressions of the panel members contrasts with the gravity of their message,
suggesting the collective desensitisation towards issues of global concern due to
individualism and greed. The symbol of the globe in the background subtly provokes
the audience to consider the consequences of humanity’s simultaneous action and
inaction. The composer ultimately invites the audience to consider how this paradoxical
behaviour denies the self-evident truth that individual choices carry ramifications for
others and the community.
 Unseen Texts - QUESTION
Compare how each of the two posters creates a sense of shared
human experience. (4 marks) - Sample Paper
 Common Module
Syllabus Reference: Students ‘consider the role of storytelling throughout time to
express and reflect particular lives and cultures’; ‘texts
represent individual and collective human experiences’

Example Question: Compare how each of the two posters creates a sense of
shared human experience.

Concept: Role of storytelling; collective human experience

Prescribed Focus: ‘Sense of shared human experience’

Audience Impact: Provoke personal reflection

 Unseen Texts - SAMPLE
Both posters assert the unifying human capacity to share, tell and listen to stories
through film despite diverse and discordant perspectives. The Sydney Film Festival
poster represents a collective emotional experience through its composition of the
multicoloured symmetric figures that fill the frame and this is supported by the
tag-line that reinforces a shared experience with the use of diction in ‘together’. The
Miami Film Festival poster centres the silhouette of a single figure with symbols of
film reels revealing the interiority of the individual, suggesting the power of film to
express private thoughts that can be illuminating when shared through stories. While
the Sydney Film Festival poster represents a collective dialogue between diverse
perspectives and the Miami Film Festival poster focuses on the public expression of
personal ideas and thoughts, both images assert the value of the shared experience
of storytelling involved in the collective reception of film.
 Unseen Texts - Cheat Sheet
Written texts
General rule: 6+ markers (mini-essay)
● Prose
1. Introduction (1-2 MAX)
q=n-1 2. Body # 1 (Idea 1 or Text 1)
3. Body # 2 (Idea 2 or Text 2)
fiction
● News
● Poetry
q = quotes 4. Conclusion (Link and ● Digital
n = number of marks Synthesis) media
● Non-fiction

3, 4, 5 markers
Synthesis Sentence (for Visual texts
1. Concept/topic sentence
comparison): ● Painting
2. Introduce text + TQE ● Photography
3. TQE While Text a) represents *this*,
● Poster
4. TQE Text b) represents *that*. ● Ad
5. TQE Nevertheless, both texts share ● Cartoon
6. Link *this*. ● Digital media
 How to study for Unseen Texts
The unseen section is often overlooked and
it’s worth the same as your essay!

Practice, practice, practice

• Do timed exercises and get them

marked
• If there’s a particular form you feel
uncomfortable analysing, review the
relevant techniques
 THE GAME PLAN
Part 1: Common Module Revision
- The Essay
- Unseen Texts
Part 2: Module A and B Revision
- Module A Essay tips
- Module B Essay tips
Part 3: Module C and Exam Tips
- Module C tips
- Exam tips

27
 ALYSSAHSC

A 14 day
free trial!
 Module A - Textual Conversations
TO DO:

• Essay Structure
• How to write an
introduction
• How to write a body
paragraph
 The Essay Structure - To Integrate or Not to
Integrate
Non-Integrated Integrated

Structure: Structure:
1. Text A (Theme/Idea #1) 1. Text A+B (Theme/Idea #1)
2. Text B (Theme/Idea #1) 2. Text A+B (Theme/Idea #2)
3. Text A (Theme/Idea #2) 3. Text A+B (Theme/Idea #3)
4. Text B (Theme/Idea #2) 4. Text A+B (Theme/Idea #4)

Relatively straightforward; similar to a “normal” essay More difficult and therefore often considered more
only with comparative analysis in even paragraphs “sophisticated”

Advantage: Clear easy way to give both texts equal Advantage: Structure facilitates comparative nature of
weight; can given more attention to analysing each module (purpose of module = comparison).
text Personally, I find it more concise.

Disadvantage: Sort of only facilitates “one-way” Disadvantage: Must be constantly vigilant that you are
comparison. giving each text equal weight
 Introduction
To what extent does heroism inform and shape the
textual conversation between Richard III and Looking for
Richard?
 Introduction - Thesis
Both Shakespeare’s historical play, “Richard III” (1597) and Al Pacino’s film
Introduce Texts
“Looking for Richard” (1996) engage in a provocative discussion concerning
how and why society collectively determines certain personal qualities to be
Another way of
heroic and aspirational. Furthermore, both texts confront the role of ego in
saying “textual
conversation” - thwarting the essentially self-sacrificing qualities universally attributed to
established focus heroic figures. In Richard III, the archetypal traits of the tragic Aristotilean hero
on comparative that Richard possesses are undermined and corrupted by his own ego, thus
study portraying the fall of a man of potentially great virtue into the renowned
Machiavellian villain. In his efforts to imbue the Shakespearean play with
Establishes
contemporaneous relevance and appeal, Pacino considers this continuing
personal thesis
with strong search for heroic ideals in modern society. In both texts, the composers
reference to focus catalyse personal reflection by inviting their audiences to consider how
of the question heroism develops in the collective psyche as a philosophical framework to
(heroism) ensure the preservation of society by condemning traits contrary to that goal,
namely selfishness, deceit and violence. Thus, the textual conversation
between the two texts is informed and enhanced by each composer’s
respective representations and explorations of heroic ideals and values.
 Introduction
Both Shakespeare’s historical play, “Richard III” (1597) and Al Pacino’s film
“Looking for Richard” (1996) engage in a provocative discussion concerning
how and why society collectively determines certain personal qualities to be
heroic and aspirational. Furthermore, both texts confront the role of ego in
Identifies how
thwarting the essentially self-sacrificing qualities universally attributed to
heroism is
explored in RIII heroic figures. In Richard III, the archetypal traits of the tragic Aristotilean
hero that Richard possesses are undermined and corrupted by his own ego,
thus portraying the fall of a man of potentially great virtue into the renowned
Identifies how Machiavellian villain. In his efforts to imbue the Shakespearean play with
heroism is contemporaneous relevance and appeal, Pacino considers this continuing
explored in LFR search for heroic ideals in modern society. In both texts, the composers
catalyse personal reflection by inviting their audiences to consider how
heroism develops in the collective psyche as a philosophical framework to
ensure the preservation of society by condemning traits contrary to that goal,
namely selfishness, deceit and violence. Thus, the textual conversation
between the two texts is informed and enhanced by each composer’s
respective representations and explorations of heroic ideals and values.
 Introduction
Both Shakespeare’s historical play, “Richard III” (1597) and Al Pacino’s film
“Looking for Richard” (1996) engage in a provocative discussion concerning
how and why society collectively determines certain personal qualities to be
heroic and aspirational. Furthermore, both texts confront the role of ego in
thwarting the essentially self-sacrificing qualities universally attributed to
heroic figures. In Richard III, the archetypal traits of the tragic Aristotilean hero
that Richard possesses are undermined and corrupted by his own ego, thus
Link to audience portraying the fall of a man of potentially great virtue into the renowned
impact Machiavellian villain. In his efforts to imbue the Shakespearean play with
contemporaneous relevance and appeal, Pacino considers this continuing
search for heroic ideals in modern society. In both texts, the composers
Signpost
arguments catalyse personal reflection by inviting their audiences to consider how
heroism develops in the collective psyche to ensure the preservation of
Bring it back to society by condemning traits contrary to that goal, namely selfishness, deceit
the beginning! and violence. Thus, the textual conversation between the two texts is
(Link) informed and enhanced by each composer’s respective representations and
explorations of heroic ideals and values.
 Introduction
All introductions should include:
Prescribed Texts (full title) + Authors (full name) + forms + contexts + key question
phrases/prescribed focus + link to the syllabus + audience impact + personal
thesis/judgement + reference for essay structure

A suggested structure (not the only way!):

1. Thesis: General sentence addressing question
2. Application of personal thesis to prescribed texts
3. Expansion of thesis in relation to Text 1
4. Expansion of thesis in relation to Text 2
5. Concluding sentence: Reinforces understanding of the question, the
module and its purpose
 Body Paragraphs
To what extent does the power of language inform and
shape the textual conversation between Keats’ poetry
and Campion’s film ‘Bright Star’?
Say we chose to write a paragraph that focuses on the relationship between
the poet and the audience. Other themes could have included beauty,
nature, imagination, empathy, love, female agency etc.
 Body paragraph
Thesis ties in both In both Keats and Campion’s texts, there is continual discourse that reveals
texts, establishes the power of language through the relationship between the poet and the
the main theme of audience. The persona of the poet dominates Keats’ poetic writing, attributing
the paragraph and the power of language to the creative talent of the poet himself. In Ode to A
links it back to the
main thesis Nightingale, the monotony of reality abhorrent to the persona is expressed
through cumulative listing in the phrase, “the weariness, the fever, and the
Analysis of poem - fret”. However the poet describes his escape from this reality in the
note the density transcendental imagery “of perilous seas, in faery lands forlorn” through the
of the analysis music of the Nightingale’s song. The melodic verse and metaphor of the
“immortal Bird” expresses the Romantic motif in Keats’ poetry of the
Summarises how physicality of language. For Keats, language is the tangible manifestation of
theme is
beauty and the imagination, and ultimately empowers the poet to achieve
expressed by
Keats transcendent experience and spiritual truth.
 Body paragraph
Contrastingly, Campion’s film approaches the power of language from the
Establishes how
perspective of Fanny, who represents both the subject and audience of the
thesis relates to film;
highlights poetry. The subordination of Keats’ poetic voice, to Fanny’s narratorial voice,
comparative analysis brings attention to the reader in the reader-writer relationship and highlights
the inherent reciprocity of language. On one hand, language provides Keats
with the tangible means of expression for his love and admiration for Fanny,
Use of Techniques
TIP: Couple evidenced by the portrayal of Fanny using soft lighting, close-ups and gentle
techniques together! music that highlights Keat’s intense fascination with her physical features and
Techniques often help personal qualities. However the audience is invited to observe the effect of
one another to Keats’ language on Fanny, particularly how it intensifies and empowers her
construe a particular own feelings and desires. This culminates in the film’s ending, where the
effect/message
sustained close-up on Fanny’s face as she reads Keats’ poetry, the natural
Links to focus scenery devoid of its previous vibrance and colour, transitions her role as a
(language) and theme passive observer to an active participant in Keats’ poetry.
(reader-writer
relationship)
 Body paragraph
Whilst Keats focuses on the poet as the author of meaning, Campion exalts
Point of contrast the agency of the reader through Fanny’s characterisation and emphasises
that it is the reader’s engagement and interpretation of poetry that imbues
Asserts a shared language with meaning. Ultimately, whilst each text speaks from the distinct
connection perspectives of the poet and the audience, both texts assert the power of
between the text language as a means of expression and communication.

1. How does the

2. How does text 1 3. How does text 2 4. How do these
main theme of the
explore this explore this representations
paragraph relate
theme? theme? compare?
to my thesis?

Essentially a thesis Resonances and

2-3 TQEs + Summary + 2-3
for your paragraph dissonances?
Summary TQEs
(1-2 sentences) Justify.
 How to study for Module A
• Create “blocks” of analysis
– Groups of TQEs that create one cohesive argument
– These can act as “building blocks” for your essay
– This is especially useful in Mod A where you have lots of
TQEs
• Make sure to cover a wide range of questions in your
practice!
– While Mod B is usually considered “the wildcard”, Module A
can definitely through some curveballs as well!
 Module B - Critical Study
TO DO:

• How to prepare for the worst!

– Types of questions!
• Integrating Scholars?
• Writing a thesis draft
 Preparing for the Worst:
Types of Questions
Prescribed
Prescribed
Quote, Theme or Language
Character/
Passage or Idea Features
Relationship
Scene

Critical Enduring Combination

Aspect of
Perspective Value or of 2 or more
Form
about text Significance of these...
 Integrating Scholars
• Scholars can be incredibly useful … if used effectively
• However scholars can also be detrimental if they are
overly relied upon
• Scholars are always secondary to your own argument
and analysis
• Here’s a few ways to incorporate scholars into your
essay...
 Integrating Scholars
Scholars can be used to SUPPORT your thesis

• i.e. a critic that agrees with you

(Your own analysis) In the words of Critic X, “(insert

quote from critic)”. Critic X argues that (summarise
critic’s argument in your own words).
 Integrating Scholars
Scholars can be used to DISTINGUISH your thesis from a
certain school of thought

While certain critics, such as Critic X propose that (summarise

critic’s argument in your own words), alternatively,
(summarise your argument).

Whilst critics such as Critic X propose (summarise X’s

arguments), other critics such as Y have the view that
(summarise Y’s arguments). (Sentence picking a side or a
point in the spectrum of the debate)
 A Practice Question
In your view, how does your composer’s portrayal of the
complex nature of personal experience contribute to the
enduring value of their work?

Theme (Complex nature of personal experience) +

Enduring Value
 Paragraph - Great Expectations
Central to the text’s enduring value is the empowering portrayal of personal
memories. Reflecting on one’s history in retrospection can reveal the impact of
the past on the present. Dickens facilitates this direct exchange with his
masterful manipulation with tense as Pip narrates what “was a memorable day to
me, for it made great changes in me.” Distinctively highlighted with the epistrophe
“me”, the recollection Pip shares to the reader creates the foundation for the
commonality of memory to arise. A successive shift to what “is the same with
any life” orients readers with present tense to the immediate context,
transcending the Victorian era of the text’s conception and manifesting the
economy of his words in our own.

The Question Paragraph focus Techniques

 Paragraph - Great Expectations
With authorial intrusion, “Pause you who read this”, the second person plural
pronoun engages the readers in a dialogue Dickens has intentionally constructed
with his reflective protagonist. The author successfully motivates readers to
consider the metaphorical “long chain” of subjective experiences and their
lasting impact on the individual currently. This alliance with the past in turn
“invites readers to anticipate the future of the story and... is capable of raising
the reader’s feeling for the future as well.” (Daniel Tyler, 2011) Thus, the
academic longevity of Great Expectations invariably lies in how Dickens
illuminates the continual significance of our personal experiences and the
empowering quality of introspection today and across time.

The Question Paragraph focus Techniques Critic

 How to study for Module B
Lightning Writing specifically, “Thesis Drafts”

• Build your essay from the foundations

(ground up approach)
• A top down approach can lead to
unnecessary tangents and details
• (1) Thesis (2) Rest of Introduction (3) Thesis
for each paragraph (4) TQEs (5) Relevant
contextual details (6) Literary criticism
• DO THIS UNDER TIMED CONDITIONS
 ALYSSAHSC

A 14 day
free trial!
 THE GAME PLAN
Part 1: Common Module Revision
- The Essay
- Unseen Texts
Part 2: Module A and B Revision
- Module A Essay tips
- Module B Essay tips
Part 3: Module C and Exam Tips
- Module C tips
- Exam tips

57
 Module C - Craft of Writing
TO DO:

• How to breakdown a Module C question/ How to

adapt to unexpected stimuli
 Example Question
”This is precisely the time when artists go to work. There is no time
for despair, no place for self-pity, no need for silence, no room for
fear. We speak, we write, we do language. That is how
civilizations heal” -Toni Morrison

Use this sentence as a stimulus for an imaginative, discursive or

persuasive piece of writing. In your response, you must include
at least ONE literary device that you have explored during your
study of a prescribed text for Mod C
 Responding to a stimulus
Key
exactly (used to emphasize a complete loss or
words… the complete accuracy or Absence or omission absence of hope
truth of a statement) of mention, comment,
or expressed concern

”This is precisely the time when artists go to work. There is no time for despair, no
place for self-pity, no need for silence, no room for fear. We speak, we write, we
do language. That is how civilizations heal” -Toni Morrison
Excessive, self-absorbed Perform (an action)
unhappiness over one’s become sound or
own troubles the method of human The society, culture healthy again
communication, either and way of life of a
spoken or written, particular area
consisting of the use of
words in a structured and
conventional way

Use this sentence as a stimulus for an imaginative, discursive or persuasive piece of writing. In
your response, you must include at least ONE literary device that you have explored during
your study of a prescribed text for Mod C
 Responding to a stimulus
Clues about what you can include in your writing …
Central themes could
We should probably set our piece revolve around the
in (or be referencing if we are conflict between
writing a discursive/persuasive) a Our character/s could hope & despair
turbulent time period be some creative type?

“This is precisely the time when artists go to work. There is no time for despair, no
place for self-pity, no need for silence, no room for fear. We speak, we write, we do
language. That is how civilizations heal”
-Toni Morrison
We could include Could have a focus
some kind of on society &
metafictive references societal healing
to the power of
language
 Persuasive Writing
Note: It is important to view the three modes
as interconnected because they shape and
Logos, pathos, ethos influence one another.

Logos Ethos Pathos

● Uses logic, proof and ● Works on building ● Develops emotional

reason to create a credibility and trust appeal to explore
judgement and by provide evidence perspectives, beliefs
deliver arguments. and examples. and values.
● Logos can be ● Ethos is generated ● Pathos is produced
reflected in the text’s wherever the from incorporating
flow and structure, persuasion uses stories, inspirational
and created from personal quotes and emotive
references to facts, branding/reputation language.
figures and studies. and credible sources.
 Discursive Writing
1. What is the context of your piece?
- TED talk, lecture, article, speech
2. Who is the persona/speaker? What is their background?
- You? A writer? An academic?
3. Describe the tone of the speaker
- Reflective, humorous, formal, intellectual, emotional,
sentimental, skeptical etc. (inform the techniques you use!)
4. Is my topic suitable for a discursive?
- Are there different perspectives/ideas about this topic that you
can discuss? Can I leave my marker with a question/idea to think
about for themselves?
 Tips and Tricks
Concept first, form second

Have a concept that can be transferable across all the

different text types should you find one of the more
appropriate to use in the exam
Concept: Chineseover another.
foot binding

Creative Discursive Persuasive Informative

Three generations of Essay about the A satirical radio An overseas news
foot bound women, historical and advertisement story announcing the
explored in a socio-cultural impacts transcript calling for outlawing of
fragmented story. of foot binding. foot bound models. footbinding in China.
 Exam Skills
“BUT YOU CAN’T ROTE LEARN AN ESSAY ANYMORE”

“BUT THEY COULD ASK LITERALLY ANYTHING”

“BUT… I’M BAD AT ENGLISH!”

“BUT THEY MIGHT TAKE OFF MARKS FOR ME DOING

THIS OR THAT”

“BUT I’M NOT READY”

 Exam Skills
“BUT YOU CAN’T ROTE LEARN AN ESSAY ANYMORE”

• The exams are designed to be challenging - not

impossible
• Memorise important content, key words and phrases.
• Learn to adapt your prepared content with the
different syllabus dot points.
– Ask yourself if you can use that prepared content, if you
need to adapt it or if you need to prepare alternative content
should the dot point be asked.
 Exam Skills
Strategies

• Make close passages out of your notes and practice

essays.
– Memorise the important parts, quotes, techniques and so forth.
– Omit things that can’t be adapted; choose questions to practise
with that challenge you to adapt your prepared material.
• Write essay plans, instead of full essays.
– Force yourself to attempt the essay questions that you feel you
would lose your bananas if you saw in the HSC paper.
 Exam Skills
“BUT… I SUCK AT ENGLISH!”

I’ll tell you a secret… I AM TOO! I’m definitely NOT a

natural writer (very few people are!) but with practice and
smart studying, everyone can succeed at English :)
 Exam Skills
Strategies

• Once you finish practising, check over your drafts.

– Circle spelling mistakes, grammar and punctuation yikes
moments and any other awkward words and phrases.
– Construct a list of things you need to keep in mind for the
next time you attempt a question.
• Editing helps you refine and become better at writing
on the spot long term.
 Exam Skills
“BUT THEY COULD ASK LITERALLY ANYTHING”

• Remember that you <3 they syllabus

• They can only generate questions from it.
– If you get a whacky quote or a really obscure question, take a
moment to breathe and assign it to the appropriate rubric
elements.
– Use the concept-prescribed focus-impact question set to
help you deconstruct the question and see what exactly it’s
wanting you to address.
 Exam Skills
Strategies

• Make your own practice questions using the rubric.

– This can also help you retain the concepts better!
– Use them for essay plans and exam condition practice.
• If you’re a notes person, construct those tables I
showed earlier under the different dot points.
– Have the rubric concept and then three topic sentences and
themes under each, with examples and analysis in dot point
form.
 THE GAME PLAN
Part 1: Common Module Revision
- The Essay
- Unseen Texts
Part 2: Module A and B Revision
- Module A Essay tips
- Module B Essay tips
Part 3: Module C and Exam Tips
- Module C tips
- Exam tips

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