common module texts and human experiences essay questions

Guide to HSC English Common Module: Texts and Human Experiences

Can’t get your head around the HSC English Common Module: Texts and Human Experiences?

We’re here to help! Check out the different ways you’ll be assessed by NESA, what you’ll study, what to look for in a related text, and more!

Here’s the 411 on the HSC English Common Module: Texts and Human Experiences!

What is the Common Module: Texts and Human Experiences? How will I be assessed? What will I study in ‘Texts and Human Experiences’? What should I be looking for in a related text? What does the ‘Texts and Human Experiences’ rubric even mean? What is a human experience and how do I write about it?

What is the Common Module: Texts and Human Experiences?

‘Texts and Human Experiences’ is the current Common Module which focuses on deepening students’ understanding of how texts represent individual and collective human experience .

Texts studied in this module, whether they are literary works, films, poetry, or other forms of media, are chosen for their ability to engage with and illuminate different facets of human experiences.

Students are encouraged to explore how these texts comment on the richness and complexities of being human.

This module takes up around a quarter of your course time in HSC English and as the name implies, is  common for students of Advanced English, Standard English and English Studies.

It will likely be the first topic you study for HSC English, but hopefully not the hardest one.

If you’re lucky, your teacher may also integrate it with Module C: The Craft of Writing – but more on that later.

How will I be assessed for the Common Module?

You will be assessed for ‘ Texts and Human Experiences’ in school-based and external assessments.

Internal assessments look different for every school, but NESA’s sample assessment schedule suggests that Term 1 will involve a multimodal presentation on a prescribed text and related text.

At the end of the year, the internal HSC English Trial Paper 1 and external HSC English Paper 1 Exam for the Common Module will consist of two sections:

• A short-answer section in which you respond to a range of unseen texts
• An essay about your prescribed text

Unlike in previous years, this exam will not be the same for Advanced and Standard but will include two separate exams targeted at each respective course – an improvement, as it means the exam will be aimed specifically at your ability level.

Check out some sample papers for Texts and Human Experiences . You can also find more practice questions to brush up on your essay writing skills!

What will I study in ‘Texts and Human Experiences’?

For the Common Module: Texts and Human Experiences, you will study:

• ONE prescribed text (check out the prescribed texts in the syllabus )
• ONE related text of your own choosing
• And a range of short texts, likely given to you by your teacher

You will be assessed on your prescribed text in both school and external assessments  however, you will NOT be assessed on your related text in your external HSC English Paper 1 Exam.

We’ve written up some guides on how to analyse prescribed texts for this module — check them out below:

The Merchant of Venice All the Light We Cannot See Past the Shallows The Crucible Billy Elliot ‘Wild Grapes’ by Kenneth Slessor

What should I be looking for in a related text for the Common Module?

Your related text should ideally have some connection to your prescribed text  for ‘Texts and Human Experiences’ – it is a related text, after all.

However, try to think outside the box a bit in terms of what this connection is.

Remember, this connection can take the form of a similarity or a difference (contrast in human experiences is a compelling point to raise) so you don’t need to search for your prescribed text’s long-lost twin.

Your related text is the one opportunity you will have in HSC English to choose your own text so you may as well pick something you actually enjoy.

Can’t find a related text? Check out our list of suggestions ! Or find out how to choose and use one   yourself!

What does the ‘Texts and Human Experiences’ rubric even mean?

The Common Module is notably vague in its rubric, so it’s important to be able to pin it down. Human experiences can encompass anything experienced by a human – huge, right?

All essay and short answer questions you complete for this module will in some way be drawn from this rubric so it’s super important to be familiar with it.

Take a look at the first half of the rubric put out by NESA. Read through it carefully and then skim through our table glossaries of keywords and ideas.

What is a human experience and how do I write about it?

Ever received any of the following comments on your work? 

• Please explain

If you answered yes, you’re not alone. Heck, even I had this problem.

The best way to get around this for the ‘Texts and Human Experiences’ module is to make sure you understand what a human experience is.

Then, go on to discuss the more complex dimensions of a human experience using the SPIES acronym , coined by one of our own English teachers.

If you’re looking for Common Module help, get in touch with one of our HSC English Tutors who can meet you anywhere in Sydney or online!

So what is a human experience? 

A human experience refers to the diverse range of encounters, emotions, events, and interactions that shape individuals and communities. It encompasses the complexities of human existence, including our relationships, challenges, joys, struggles, beliefs, and personal growth.

Let’s explore what human experiences are highlighted in Arthur Miller’s play  The Crucible .  In the play, the community of Salem is torn apart by hysteria and accusations of witchcraft. The characters grapple with their sense of belonging in multiple ways:

Community Belonging: The townspeople initially belong to a tightly-knit community with shared beliefs and values. However, as fear and paranoia spread, this sense of belonging fractures. Individual vs. Society: Protagonist John Proctor struggles with his place in the community due to his moral conflicts and past transgressions. Belonging to Self:  Characters like Proctor and Elizabeth grapple with their own moral compasses, seeking reconciliation between their personal values and societal expectations.

How should I discuss human experiences in my essays?

No matter the type of human experience, you can use our SPIES acronym to add meaningful detail to your analysis. Check it out!

S piritual P hysical I ntellectual E motional S ocial

Once you explore these areas, try and go a little further than simply identifying the dimension of the experience, e.g. A physical experience or An emotional experience . Develop a nice big bank of adjectives to describe these experiences.

Once you’ve familiarised yourself with the Texts and Human Experiences rubric, have a go at practice short answer questions to get the hang of it!

Struggling with Module C? Check out our Ultimate HSC Guide to Creative Writing here!

Looking for extra help with the Common Module: Texts and Human Experiences?

We pride ourselves on our inspirational hsc english mentors.

We’ve developed a personalised HSC English Creative Writing Crash Course where our team of expert tutors & coaches work with you 1 on 1 at your home to help you craft a Band 6 creative writing piece!

Understanding Texts and Human Experiences is easy with Epping tutoring , Wollongong English Tutoring , North Shore English Tutoring , or Hurstville HSC English tutoring !

To get started with an inspirational tutor and mentor,  get in touch today! 

Give us a ring on 1300 267 888, email us at  [email protected]  or check us out on  TikTok !

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HSC Common Module Essay Questions

The Common Module is the first assessable component of the HSC, known as ‘Paper 1’, and is a compulsory exam for all HSC students. Within Paper 1, students must complete a comprehension paper and essay question on the theme of ‘Texts and Human Experiences’. 

The NESA rubric for texts and human experiences can be accessed here: https://educationstandards.nsw.edu.au/wps/wcm/connect/f2ef71a2-ea7c-4b96-92f6-398fe141925c/english-stage-6-prescriptions-2019-2023.pdf?MOD=AJPERES&CVID=  

TutorTime’s key rubric words are: human experiences, individual, collective, anomalies, paradoxes, inconsistencies and storytelling. We recommend that students create their theses around these words and aim to include them in their writing as much as possible. 

Here are some general essay tips:

• Time your practice essays. You should allow 40 minutes to write the essay and don’t forget to add in the rubric words.
• Handwrite your essay. You won’t be able to type your essay in the HSC!
• Don’t forget to answer the question in your introduction.
• Write in clear paragraphs with obvious spacing. 
• Edit your work. 

Free Common Module Essay Questions:

1. To what extent does your prescribed text suggest that inter-personal relationships define the human experience?

2. ‘Reality is contradictory. And its paradoxical. If there’s any one word – if you had to pick one to describe the nature of the universe – I think it would be paradox’.

Assess the above statement in line with your understanding of your prescribed text. 

3. To what extent does your prescribed text employ storytelling to explore anomalous aspects of the human experience?

4. The collective can irrevocably transform the individual. Does your understanding of your prescribed text support this statement? Why or why not? 

5. ‘Inconsistency is the only thing in which humanity is consistent’.

To what extent has your understanding of your prescribed text informed your opinion of the above statement? 

6. ‘We tell stories to connect with each other; humans need connection’. 

Assess the above statement in line with your prescribed text’s exploration of storytelling and the individual. 

7. To what extent does your prescribed text explore the significance of individual journeys?

8. ‘Hope is what makes the human condition liveable’. 

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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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HSC texts and human experiences

Highly accomplished English teacher, Jowen Hillyer, answers questions from students studying for their HSC in the lead up to the 2021 exams.

In my experience integrated is better. Longer quotes can be useful sometimes but the examiners want to see your words more than the words from your text.

As a general rule it is 2 minutes 15 seconds per mark, but allow some thinking time so if you allow 2 minutes per mark you have time to read over your responses and add/subtract things. 10 minutes for a 5-mark question is about right (with wriggle room of 1 minute or so).

Look for synonyms. Rewrite the question in your own words. Look to the verbs – what does it want you to do with the question?

Look for clues. The heading will tell you what type of text it is (even if it doesn’t look like a poem, trust that it is and look for language devices you expect to see in a poem).

The stimulus is in a separate booklet to the question booklet. They are often (or have been in the past) stapled together.

A good tip is to separate them as soon as you are given reading time so that you can look at the question you are answering on a text at the same time as reading that text –rather than flipping between booklets.

While there is no rule to say that you should, it helps to do it in order for two reasons.

While there is no ‘one way’ to do this, it helps to have a structure in mind.

No. This module is for the text you studied for Texts and Human Experiences only.

There are four ways you can maximise your reading time.

The exam is designed to be unpredictable so that you show what you know not what you memorised.

The exam is designed to make you think on the spot about what you know about the module and how the text demonstrates that.

Of course! Just don’t ignore the question. If it asks about setting you can define what that means in your introduction.

It is a good idea to write a few different essays in response to questions, but this is more for your time management and quote retention purposes.

The best quotes to memorise are ones which do more than one thing.

Instead of saying ‘to a large extent’ try evaluative adverbs (passing a judgement without having to directly state it), eg.‘Creatively, (composer) does …, ‘Succinctly …', ‘Clearly …’.

The rubric shows what you need to learn but not what will be examined.

This is all about representation. Why did the composer choose film/poetry/prose etc as the best way to get their ideas across to you?

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Sample lesson sequences, sample assessment and resources for Texts and human experiences (English Standard).

Teachers can adapt the following units of work as required.

All the light we cannot see

• All the light sample lesson sequence (DOCX 87.92 KB)
• All the light sample assessment (DOCX 46.98 KB)
• All the light Sample assessment photographic essay (DOCX 54.27 KB)
• All the Light We Cannot See resource 1a (DOCX 100.42 KB)
• All the Light We Cannot See resource 1b (DOCX 36.82 KB)
• All the Light We Cannot See resource 1c (DOCX 263.01 KB)
• All the Light We Cannot See resource 2 (DOCX 533.72 KB)
• All the Light We Cannot See resource 3 (DOCX 53.65 KB)
• All the Light We Cannot See resource 3b (DOCX 36.29 KB)
• All the Light We Cannot See resource 4 (DOCX 41.36 KB)
• All the Light We Cannot See resource 4a (DOCX 38.28 KB)
• All the Light We Cannot See resource 4b (DOCX 36.48 KB)
• All the Light We Cannot See resource 4c (DOCX 35.72 KB)
• All the Light We Cannot See resource 4d (DOCX 41.34 KB)
• All the Light We Cannot See resource 4e (DOCX 39.19 KB)
• All the Light We Cannot See resource 5a (DOCX 36.83 KB)
• All the Light We Cannot See resource 5b (DOCX 75.85 KB)
• All the Light We Cannot See resource 5c (DOCX 46.28 KB)
• All the Light We Cannot See resource 6a (DOCX 60.39 KB)
• All the Light We Cannot See resource 6b (DOCX 53.51 KB)
• All the Light We Cannot See resource 6c (DOCX 70.0 KB)
• All the Light We Cannot See resource 6d (DOCX 53.17 KB)

Billy Elliot

• Billy Elliot: Sample lesson sequence (DOCX 77KB)
• Billy Elliot: Sample assessment (DOCX 45KB)
• Billy Elliot resource 1 (DOCX 37.44 KB)
• Billy Elliot resource 2 (DOCX 37.02 KB)
• Billy Elliot resource 3 (DOCX 46.74 KB)
• Billy Elliot resource 4 (DOCX 36.9 KB)
• Billy Elliot resource 5 (DOCX 37.13 KB)
• Billy Elliot resource 6 (DOCX 51.98 KB)
• Billy Elliot resource 7 (DOCX 35.92 KB)

The boy behind the curtain

• Boy behind the curtain: Sample lesson sequence (DOCX 82KB)
• Boy behind the curtain: Sample assessment (DOCX 54KB)
• Resource 1 – Extracts (DOCX 46KB)
• Resource 2 – Chapter summaries (DOCX 47KB)
• Resource 3 – Links to the rubric (DOCX 49KB)
• Resource 4 – Facebook (DOCX 148KB)
• Resource 5 – Road Safety NSW (DOCX 44KB)
• Resource 6 – Connecting chapter table (DOCX 44KB)
• Resource 7 – Connecting related texts table (DOCX 44KB)
• Resource 8 – Student evaluation (DOCX 44KB)
• Resource 9 – Unit evaluation (DOCX 44KB)

The Crucible

• Crucible: Sample lesson sequence (DOCX 118KB)
• Crucible: Sample assessment (DOCX 50 KB)
• The Crucible Resource 1 (DOCX 36KB)
• The Crucible Resource 2 (DOCX 124KB)
• The Crucible Resource 3 (DOCX 221KB)
• The Crucible Resource 4 (DOCX 36KB)
• The Crucible Resource 5 (DOCX 39KB)
• The Crucible Resource 6(DOCX 38KB)
• The Crucible Resource 7 (DOCX 38KB)

I am Malala

• I am Malala: Assessment notification (DOCX 256 KB)
• I am Malala: Resource booklet (DOCX 276 KB)
• I am Malala: Sample program (DOCX 282 KB)

The poetry of Kenneth Slessor and other related texts

• Slessor – Sample lesson sequence (DOCX 68KB)
• Slessor – Sample assessment (DOCX 48KB)
• Slessor – Resources 1 (DOCX 739KB)
• Slessor – Resources 2 (DOCX 44KB)
• Slessor – Resources 3 (DOCX 44KB)
• Slessor – Resources 4 (DOCX 82KB)
• Slessor – Resources 5 (DOCX 44KB)
• Slessor – Resources 6 (DOCX 44KB)
• Slessor – Resources 7 (DOCX 205KB)
• Slessor – Resources 8 (DOCX 44KB)
• Slessor – Resources 9 (DOCX 45KB)
• Slessor – Resources 10 (DOCX 44KB)
• Slessor – Resources 11 (DOCX 48KB)
• Slessor – Resources 12 (DOCX 45KB)
• Slessor – Resources 13 (DOCX 44KB)
• Slessor – Resources 14 (DOCX 47KB)
• Slessor – Resources 15 (DOCX 48KB)
• Slessor – Resources 15a (DOCX 46KB)
• Slessor – Resources 16 (DOCX 44KB)
• Slessor – Resources 17 (DOCX 44KB)
• Slessor – Resources 18 (DOCX 43KB)
• Slessor – Resources 19 (DOCX 45KB)
• Waste Land: Sample lesson sequence (DOCX 65KB)
• Waste Land: Sample assessment (DOCX 49KB)
• Waste Land – Resource 1 (PPTX 1.8MB)
• Waste Land – Resource 2 (DOCX 707KB)
• Waste Land – Resource 3 (DOCX 41KB)
• Waste Land – Resource 4 (DOCX 41KB)
• Waste Land – Resource 5 (DOCX 49KB)
• Waste Land – Resource 6 (DOCX 43KB)
• Waste Land – Resource 7 (DOCX 42KB)
• Waste Land – Resource 8 (DOCX 40KB)
• Waste Land – Resource 9 (DOCX 40KB)
• Waste Land – Resource 10 (DOCX 319KB)
• Waste Land – Resource 11 (DOCX 44KB)
• Waste Land – Resource 12 (DOCX 42KB)

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HSC Texts and Human Experience Sample Essay & Essay Analysis: Billy Elliot

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 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.

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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. 1. 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. 2. 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? 3. 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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• Common Module Essay: Texts and Human Experiences: English Advanced

Author Topic: Common Module Essay: Texts and Human Experiences: English Advanced  (Read 17149 times)

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Re: Common Module Essay: Texts and Human Experiences: English Advanced

Stefanie.bruzze, innererschweinehund.

• MOTM: JUNE 19
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Hi, this is an essay for Advanced English which I wrote for Kenneth Slessor's poetry. If someone could give feedback it would be awesome...

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