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 text-pairing of Plath’s and Hughes’ poetry answering the question: Later texts rarely agree with their textual mentors; the conversation is always a challenge, a rebuttal to what has gone before. 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

This poem, by the Australian poet Oodgeroo Noonuccal, is a set text for HSC Standard English study. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the poem’s significance and poetic techniques. Important points are in red. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.

‘Flames and Dangling Wire’, by the Australian poet Robert Gray, has been set for HSC study since 2015. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the Discovery element, poetic techniques, and related texts which complement the poem for students who must study it in concert with one other text. Important points are in red. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.

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 text-pairing Richard III and Looking for Richard, and answers the 2019 HSC question: Everything is being dismantled, reconstructed, recycled. To what end? For what purpose? To what extent is this true of the texts you have studied 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.

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, An Artist of the Floating World, answers the 2019 HSC question: An exploration of unreliability, ambiguity, and contradiction. To what extent does this view align with your understanding of An Artist of the Floating World? 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 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 Kim Cheng Boey’s autobiographical poem ‘Stamp Collecting’. A completed teacher’s copy with possible responses is available so that time-poor teachers can lead classes through these texts.

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.

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.

‘The Past’ by the Australian poet Oodgeroo Noonuccal, is a set text for HSC Standard English study. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the poem’s significance and poetic techniques. Important points are in red. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.

Journey - the North Coast’, by the Australian poet Robert Gray, has been set for HSC study since 2015. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the Discovery element, poetic techniques, and related texts which complement the poem for students who must study it in concert with one other text. Important points are in red. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.

This is a three-part resource for students undertaking the NSW HSC Standard 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, Anna Funder’s Stasiland, 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.

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.

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.

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 teacher’s version of Diving Bell’s ‘Ways Into’ for Module C provides the answers to the student worksheet (also available). These comprehensive answers help teachers to lead classes through complex texts in the brief time available. With the ‘Ways Into’ Module C both teachers and students 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’. NOTE: the final question, addressing ways to appropriate the text for the student’s own work, is undone since it invites an individual, creative response.

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 text-pairing of John Donne’s poetry and Margaret Edson’s play W;t, and answers the 2019 HSC question: Everything is being dismantled, reconstructed, recycled. To what end? For what purpose? To what extent is this true of the texts you have studied 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

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/

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 ‘Rhapsody on a Windy Night’ in a discursive piece about living up to your interpretations. Check out more creative writing resources at https://thecraftofwriting.org/

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 teacher’s version of Diving Bell’s ‘Ways Into’ for Module C provides the answers to the student worksheet (also available). These comprehensive answers help teachers to lead classes through complex texts in the brief time available. With the ‘Ways Into’ Module C both teachers and students should be clear on the content, meaning, construction-strategies, and ways to use Kim Cheng Boey’s autogiographical poem ‘Stamp Collecting’. NOTE: the final question, addressing ways to appropriate the text for the student’s own work, is undone since it invites an individual, creative response.

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.

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.