Diving Bell Education
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What Even Is...Representation?
The What Even Is… series of worksheets explains some of the key concepts in literary analysis, with examples from familiar and popular books and films.
There is a single page explanation, with appropriate images and graphics, followed by a question which exercises students’ knowledge and understanding of the concept. Two short texts aimed at different abilities and levels are given for the question.
This handout, explaining the concept of literary representation, asks students to exercise their understanding of the term on an image-sequence from Bridget Jones’s Diary and a Shakespearean sonnet.
HSC Texts and Human Experience Sample Essay with Essay Analysis: Rosemary Dobson
This is a three-part resource for students undertaking the NSW HSC Common Module Texts and Human Experience.
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, the poetry of Rosemary Dobson, answers the 2019 HSC question: To what extent does the exploration of human experience in Dobson’s poetry invite you to reconsider your understanding of ageing?
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.
HSC Texts and Human Experience Sample Essay & Essay Analysis: Kenneth Slessor 2
This is a three-part resource for students undertaking the NSW HSC Common Module Texts and Human Experience.
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, the poetry of Kenneth Slessor, answers the 2019 HSC question: To what extent does the exploration of human experience in Slessor’s poetry invite you to reconsider your understanding of struggle?
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.
HSC Standard English Mod A Sample Essay and Essay Analysis: One Night the Moon
This is a three-part resource for students undertaking the NSW HSC Standard English Module A: Language, Identity and Culture.
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, One Night the Moon, answers a sample question for this module.
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
Talking Points - HSC Common Module: The Crucible
Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text.
These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.
Talking Points - HSC Common Module: Merchant of Venice
Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text.
These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.
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HSC Common Module: Billy Elliot essay AND Talking Points
TALKING POINTS: Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text.
These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.
ESSAY: This is a three-part resource for students undertaking the NSW HSC Common Module Texts and Human Experience.
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, Stephen Daldry’s film Billy Elliot, answers the 2019 HSC question: To what extent does the exploration of human experience in Daldry’s film invite you to reconsider your understanding of commitment?
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.
Talking Points HSC Common Module: Past the Shallows
Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text.
These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.
Talking Points - HSC Common Module: Billy Elliot
Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text.
These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.
HSC Common Module: Past the Shallows Essay AND Talking Points
TALKING POINTS: Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text.
These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.
SAMPLE ESSAY: This is a three-part resource for students undertaking the NSW HSC Common Module: Texts and Human Experiences
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, Past the Shallows, answers a sample question for this module.
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.
Talking Points - HSC Advanced Mod A: Keats/Bright Star
Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text.
These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.
Talking Points - HSC Advanced Mod A: The Outsider/The Meursault Investigation
Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text.
These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.
HSC Advanced Mod A Essay and Essay Analysis: Camus and Daoud
This is a three-part resource for students undertaking the NSW HSC Advanced English Module A: Textual Conversations.
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 texts The Outsider and The Meursault Investigation answers the 2020 HSC question:
In textual conversations, the later text is often seen as a shadow, lacking the originality and power of the earlier.
To what extent is this statement true of the texts you have studied in this module?
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.
Bundle
Ways Into - Orwell 'Politics & English Language' Teacher AND Student Guide
HSC Module C: The Craft of Writing offers students complex texts from which to draw for their own writing. Because of their complex construction and ideas, students can be at a loss for ‘ways in’ to the text, and teachers can often struggle to break down these complex texts in the time available.
This bundle contains BOTH student worksheet AND teacher’s suggested answers for George Orwell’s famous and fabulous essay ‘Politics and the English Language’.
HSC Module C: Ways Into - Orwell, 'Politics and the English Language'
HSC Module C: The Craft of Writing offers students complex texts from which to draw for their own writing. Because of their complex construction and ideas, students can be at a loss for ‘ways in’ to the text. Diving Bell’s ‘Ways Into’ series for Module C provide a structured way for students to consider the text in terms of Content, Context, and Construction, with appropriate elements within these headings. By the end of the worksheet the student should be clear on the content, meaning, construction-strategies, and ways to use George Orwell’s famous and fabulous essay ‘Politics and the English Language’.
A completed teacher’s copy with possible responses is available so that time-poor teachers can lead classes through these texts.
Short Film Study: Questions for 'Second Best' dir. Alyssa McClelland
Short films can be engaging texts from which to construct a whole unit, or as reward breaks for single lessons. The rich variety of styles and stories in short films from around the world will appeal to even the most disengaged or low-ability student.
This single-lesson activity comprises questions for the 20 minute short film ‘Second Best’, directed by Alyssa McClelland. The film was found on Second Best by Alyssa McClelland | Comedy | Short Film (shortoftheweek.com), and is suitable for students 15+. There is one instance of swearing (the f-word).
Please note this file does not include the film itself, nor can we guarantee that the film will remain at that site permanently. We advise teachers to check the link above, or make sure that they can view the film before purchasing.
HSC Advanced English The Craft of Writing - Sample response The Awakening
This resource offers an answer to the Sample Paper HSC Advanced English Module C question:
Choose a character, persona or speaker from ONE prescribed text that you have studied in Module C. Express the thought processes of this character, persona or speaker by exploring a moment of tension in the text from an alternative point of view.
This answer draws on the figure of Adele Ratignolle from Kate Chopin’s novella The Awakening. There is also an answer to part b), which asks students to justify their creative choices.
Check out more creative writing resources at https://thecraftofwriting.org/
HSC Advanced English The Craft of Writing - Sample Paper response Great Expectations
This resource offers an answer to the Sample Paper HSC Advanced English Module C question:
Choose a character, persona or speaker from ONE prescribed text that you have studied in Module C. Express the thought processes of this character, persona or speaker by exploring a moment of tension in the text from an alternative point of view.
This answer draws on the figure of Bentley Drummle from Dickens’ novel Great Expectations. There is also an answer to part b), which asks students to justify their creative choices.
Check out more creative writing resources at https://thecraftofwriting.org/
HSC Advanced English The Craft of Writing - Sample response The Outsider
This resource offers an answer to the Sample Paper HSC Advanced English Module C question:
Choose a character, persona or speaker from ONE prescribed text that you have studied. Express the thought processes of this character, persona or speaker by exploring a moment of tension in the text from an alternative point of view.
This answer uses Camus’ novel The Outsider (a set text for Module A) and the figure of the mother. There is also a brief reflective statement for the part (b) question, requiring students to justify their creative decisions.
Check out more creative writing resources at https://thecraftofwriting.org/
HSC Advanced English The Craft of Writing: Module C Eliot (Journey of the Magi)
This resource offers an answer to the Sample Paper HSC Advanced English Module C question:
Guard your roving thoughts with a jealous care, for speech is but the dealer of thoughts, and every fool can plainly read in your words what is the hour of your thoughts. Use this warning as a stimulus for a piece of persuasive, discursive or imaginative writing that expresses your perspective about a significant concern or idea that you have engaged with in ONE of your prescribed texts from Module A, B or C.
This answer uses T.S. Eliot’s poem ‘Journey of the Magi’ in an imaginative way, reflecting on the possible listener to the Magus’ dramatic monologue.
Check out more creative writing resources at https://thecraftofwriting.org/