Sample Essay-Advanced English Module C, History and Memory-The Queen.

Take note and learn from the way this essay has been structured. This essay received a mark of 20 out of 20 and captures the essence of the module with reference to a really good related text!

Question: Compare how the texts you have studied emphasize the complexities evident in the interplay of history and memory

History, a struggle over the past in the present to shape the future, is an exploration of the causal relationships between individuals and events. However, history has always been contested terrain, due to the fact that history is established through individual and collective memories, which by nature are subjective and coloured by circumstance.In the post modern era, the conventional ways of thinking which dismiss memory due to its bias and triumph historical fact have been challenged, and the credibility of history has been diminished by literature which explores how both history and memory can be essential to any construction of the past. Through their representation of history and memory, Frears’ The Queen and Becker’s Goodbye Lenin explore the nature of each individual concept and their interconnectedness in establishing the past. A plethora of film techniques are employed by both directors in order to represent the importance of memory in establishing the personal dimension of history, the relevance of trivial historical accuracies in constructing a representation of history and the process by which memory can reshape and colour historical events.

Memory gives history a third dimension of individual emotion and personal experience to documented history that is necessary in understanding the historical value and meaning of both the past and the present. It is not historical truth alone that allows one to gain a universal understanding of an event or person, but rather the interrelationship of the factual history and the personal and collective memories.  In his representation of the contrast between the individual and collective memories prior to the death of Princess Diana, Frears concurs with this notion and allows the responder to establish their own emotional connection with the historical event.  Through the representation of the Queen’s struggle to respond appropriately to the Diana, Frears explores the aforementioned personal and emotional third dimension of history. The Queen is represented as in a confused struggle between protocol and precedent and the desires and needs of her people. This comes across subtly, through the character’s facial expressions at the sight or sound of her people’s disappointment with her behavior, and more explicitly through her dialogue, where she comments “I chose to keep my feelings to myself. Foolishly, I believed that was what the people wanted from her Queen” to Tony Blair. In many ways, this fulfills the purpose of Frears film, to represent the unexplored memories of this significant historical event; the untold stories which allow an individual to gain a more global understanding on all dimensions of the implications and significance of certain moments in history. Becker also explores the importance of memory in accounting for the personal experience of history in Good Bye Lenin!  . When the Berlin wall falls, Becker uses montage and dialogue to suggest the limitations of the former German Democratic Republic and also represent new found freedom and the ability to experience new things on a personal level. The protagonist’s sister, Arianne, is featured in this montage trying out different cultural activities such as belly dancing and experiencing a relationship with a West German man. This construction of the responses to the fall of the German Democratic republic enables Becker to illustrate that when an historical event such as the fall of the Berlin wall occurs, it is personal experience and the emotions associated with the tangible events which enable a more global understanding of the actual historical event itself. To Arianne, and most likely to many others, the fall of the Berlin War was the fall of more than just physical barriers, and through Goodbye Lenin, Becker establishes this truth and validates the personal dimension of memory as that which contributes to a universal understanding of an historical event.

In the construction of a representation of history, it is individual and collective memory which conjures an understanding of the historical figure or event, yet it is historically accurate details and trivialities which authenticate such representations. Physical evidence and relevant historical details are essential in constructing both history and context as they create direct links to memory. Frears interweaves the imagined and the real into a believable representation of history, in order to tap into and make a connection with the collective memory and individual’s personal memories of the historic event. He achieves this through incorporating researched historical accuracies into the narrative. This is exemplified in the character of Cherie Blair, who is constructed to be critical of the Monarchy through dialogue and her actions, most notably when she offers a shallow curtsy to the Queen and calls the royals “a bunch of freeloading, emotionally retarded nutters.”  It is a widely accepted historical fact that Cherie Blair was an anti-monarchist who offered disrespectful curtsies only to the Queen. The inclusion of such a historical truth by Frears makes the representation of both history and memory more believable by creating a direct link to the historical understanding of Cherie Blair and the way that people remember her. Becker also inquires into the importance of historical accuracies in representing history through his construction of Alex’s reaction to his mother waking up from her coma, after the German Democratic Republic she loved so greatly had collapsed. Alex changes their apartment to the way it was before the wall fell in order to reconstruct her old world by means of physical signifiers. He collects evidence from before the wall fell, such as foods and furniture that his mother was used to, and pieces it together to form a reconstruction of the past. This reconstruction is symbolized by the pretend “News Reports” Alexander and his friend Dennis film and present to Christiane as real to cover up the increasing presence of symbols of the West such as giant Coke billboards. Alex’s concealment of the impact of Westernization with signifiers from his mother’s memory is Becker’s way of demonstrating how essential physical evidence is in constructing history and context by creating a direct link to memory.

History can only be recorded retrospectively; hence, to a degree it relies on memory. The interplay of history and memory therefore can result in new understandings of events and people, ones which are now reshaped and coloured by individual and collective memories. In the post modern era, history has lost its monopoly over the production and conservation of the past, and memory has developed independently. Frears explores this notion in The Queen through his representation of collective memory.  Archival footage which is weaved into the film communicates a particular collective memory, which is in many ways just as relevant to the actual death of Princess Diana as the car crash itself. The archival footage is an authentic means of representing memories synonymous with the death of Diana-grown men exploding in tears at the news of her death, mountains of flowers outside Buckingham palace and irate Britons expressing their anger at the monarchy’s failure to respond to their needs.  Frears, through the inclusion of such footage, is attempting to represent how a particular collective memory can reshape and impact on the way an historical event, in this case the death of Princess Diana, is remembered and referred to in the future.  Becker also represents the dynamic relationship between memory and history in the final scenes of Goodbye Lenin. In his final charade, Alex changes the way his mother will remember the fall of the German Democratic Republic through a pretend news report in which he gives “the GDR the send-off it deserved.”  Becker references the fact that memory can reshape and colour the way historical events are represented and referred to, and goes beyond this to inquire into the nature of humans to romanticize their own individual memories of historical events when Alex comments that “The GDR I created for her increasingly became the one I might have wished for.”

Through literature, the concepts of history and memory are explored and appreciated as separate entities and also as interconnected elements that unlock our understanding of the past. History and memory provide both complementary and conflicting understandings of human and personal experience, yet together constitute a source of understanding on all levels of the events and people before the present. In both The Queen and Goodbye Lenin, Frears and Becker use filmic techniques to represent the relevance of memory in enabling a more universal understanding of history, the importance of historical accuracies to re-enact history and link it to memory, and the way in which memory can colour an understanding of certain historic events.

Studying for Exams and More Sample HSC English Papers

The best, and perhaps only way to study for HSC English exams is to practice answering as many questions on your relevant module as possible. More exam papers are attached for you to attempt, or at least look at so you can get an idea of the kinds of questions you may be asked.

A good way to approach your study is to look through the past papers and attempt questions without actually writing up a full essay. Most people find it overwhelming and difficult to write essays when they are not under the pressure of the exam. An alternative is to set out a structure for your essay without actually writing it. For example, you could follow this structure guide:

Introduction:

Write the full introduction, as per the guide to writing band six introductions. This will require you to really think about the question and the points you will be making. If you can write the introduction and your main points, you should be able to write the rest of the essay.

Body Paragraphs:

For each body paragraph, just write the thesis statement and the main pieces of evidence you would use to support this statement. For example, you may have

A sense of belonging can emerge from the connections made with people, places and the larger world. 

Evidence:

(give an example from your prescribed text and identify how it links to the thesis)

(give an example from your related text and identify how it links to the thesis)

This is one way of ensuring you would be able to answer the question, and really tests your knowledge and encourages you to apply it.

Conclusion:

Write one-two sentences on what you would include in your conclusion.

Writing out an essay structure like the one above is less time consuming than writing out a whole essay, but still ensures that you think about the ways you can apply and manipulate your knowledge to suit specific questions.

Practice Exam Papers

Paper One Sample Paper

Paper One Section One Sample Exam

 

Sample HSC English Essay-Belonging

Do you find it difficult to write essays about belonging?

Firstly, read our post on How to write band six essays !

Then, read the following band six response for further guidance,  or  Download it as a word document

This response received a mark of 14 out of 15. It is not perfect, but makes some good points and illustrates the structure you should aspire to have in your essays. It refers to the prescribed text As You Like It by William Shakespeare.

“Relationships are essential to finding a true sense of belonging”

Discuss with reference to your prescribed text and related text/s

 

Due to the complex and abstract nature of the concept of belonging, a true sense of belonging can be found in different circumstances for different people. As each individual has their own desires, needs and values, they find their place in the world and a genuine sense of belonging in various avenues. Many individuals find the strongest sense of belonging through relationships, due to the fact that by nature these connections fulfill the human need for social interaction and enrich the lives of the persons involved. Conversely, relationships which do not fit the conventional model of this kind of connection and thus result in negative outcomes for individuals can ultimately lead to a true sense of not belonging and its related notions of isolation and disaffection. Instead, these individuals may attain the same sense that they truly belong outside relationships, though their connections to other ideas such as place and culture, or within themselves. Shakespeare’s As You Like It and Khyenstse Norbu’s Travellers and Magicains are two texts in which an exploration of belonging and its different meanings for individuals ultimately leads to a deeper understanding of the complexity of the concept of belonging and thus that individuals can find a true sense of belonging in a great range of places, not limited to relationships.

 

Relationships by nature embody ideas of a connection on a psychological level between two people which can fulfill other fundamental human needs such as the need for social interaction, and thus can result in the individuals involved attaining a true sense of belonging.  When individuals find meaning and purpose in connections with other people, as they often do in relationships, the need to belong is fulfilled in the greatest sense as the individuals life is enriched by the positive outcomes for their self esteem, security and stability. This idea can be seen in the relationship between Adam and Orlando set up by Shakespeare in As You Like It. Adam promises that he will “follow thee to the last gasp with truth and loyalty” when Orlando decides to go to the forest. By changing the rhyme scheme for Adam’s declaration of commitment to Orlando, Shakespeare effectively emphasizes the lack of superficiality that exists in this relationship as opposed to other relationships he sets up in the play. In their relationship, Orlando finds purpose and stability in his life, knowing he has another person who will always look out for him, just as Adam finds purpose knowing he will always be in the company of Orlando, seen where he states “Fortune cannot recompense me better than to die well and not my master’s debtor.” Through this, Shakespeare communicates that in relationships which are built on trust, loyalty or other solid connections between people, individuals can find meaning, stability, purpose and thus a true sense that they belong. In Travellers and Magicians Norbu inquires into similar ideas which support the value of relationships in the search for a true sense of belonging. In the relationship between Tashi and Deki, Norbu communicates the idea of their deeper connection on all levels through quickly alternating close ups between the expressive eyes of Deki and Tashi, which create the idea that their souls and desires are connecting as their eyes remain fixed on one another. The couple is also often presented on equal terms embracing each other, caring and showing affection through mid shots. Their connection leads Tashi to exclaim “If I never left this place, and died right here with you, I would not die unhappy.” Norbu thus effectively supports the idea that meaning and purpose can be found in real connections with others, and that consequently individuals can find the strongest sense of belonging in relationships such as these. Through this relationship, he also inquires further into the reasons why relationships can lead to a individual feeling that they truly belong. By suggesting that the positive outcomes which the human psyche correlates with attaining a sense of belonging, such as understanding, stability and care manifest themselves in relationships, Norbu advocates and supports the almost inextricable link between belonging and relationships.

 

Whilst there may be an almost inextricable link between belonging and relationships, not all relationships ultimately lead to individuals finding a genuine sense of belonging which manifests itself in positive outcomes for their lives. Some relationships can be driven by the quest to maintain control, have power and maintain authority over others or by the decisively one sided benefits to one of the individuals involved. In these relationships, it is more likely that individuals find themselves not belonging, isolated and disaffected rather than finding a true sense of belonging. This idea is expanded on by Norbu in Travellers and Magicians. The relationship between Deki and Agay is characterized by Agay’s domination of his young and beautiful wife. This is emphasized through low shots which place the vertically challenged Agay in a position of power over Deki and his statement to Tashi that he makes her live in the isolated hut with him because “We may grow old, but our jealousy stays young.” Deki is thus presented by Norbu as isolated in her relationship; she does not feel the strong connection with Agay that conventional notions of being in the marriage relationship would suggest. Thus through the negative consequences for Deki of being in a relationship with Tashi, and her strong sense of isolation and the feeling she does not truly belong, Norbu communicates the idea that relationships are not always central for individuals trying to find a true sense of belonging. Shakespeare through the representation of a relationship in which love is unrequited similarly challenges the connection between relationships and a true sense of belonging. Whilst Phoebe ends up marrying Silvius, there is a lot of ambiguity in whether she truly loves him and thus has attained a genuine sense of belonging in this relationship. When they marry, all Phoebe comments is “I will not eat my word now thou art mine Thy faith and my fancy to thee doth combine.” A rhyming couplet draws emphasis to this section of the play, where it is not resolved whether Phoebe truly commits her whole self into this relationship, and thus whether Silvius will experience the positive outcomes of the relationship he has desired throughout the play. In this ambiguity, Shakespeare supports the notion that individuals do not always find the greatest sense that they belong in relationships, especially relationships which are unequal and result in negative outcomes for individuals.

 

Individuals can find a true sense of belonging outside the confines of a relationship in connections to ideas such as culture, place or even within themselves. As each individual is intrinsically different, so are the ways in which they fulfill the fundamental human need to belong.  Norbu presents the ideas that individuals can find contentment and fulfill the need to belong through connection to traditional culture and village life. In the first scene, a series of  quickly changing mid shots show the activities of daily life in their rural setting. The villagers all wear traditional Gho’s and shrieks of joy emphasized through an echo when practicing archery suggest they are content with these repetitive activities. Essentially, they conform to the expectations of their traditional culture and life and find a true sense of belonging and fulfillment in this connection. Norbu thus demonstrates in this connection that a true sense of belonging and its positive outcomes can be found outside relationships. Duke Senior in As You Like It, can similarly be described as finding a genuine sense of belonging and contentment with his place and environment, the Forest of Arden. He asks Amiens and the audience “Are not these woods More free from peril than the envious court?” In the use of the words “free from peril,” Shakespeare suggests that in this place Duke Senior feels comfortable, content and untroubled and thus has developed a true sense of belonging with this place. The character of Jacques also finds an inner contentment within his meaningless existence.. At the end of the play, Jacques states “I am for other than for dancing measures” and retires to Duke Senior’s “abandoned cave.” He deliberately chooses not to belong in relationships with his comrades, instead he finds his own sense of contentment within himself, and thus Shakespeare demonstrates that a true sense of belonging can be found within an individual.

 

The complexity of the concept of belonging often means that individuals find belonging in different places to other individuals. Whilst many individuals can attain a true sense of belonging in relationships, due to the nature of these connections and the positive outcomes they have for individuals, there are some relationships in which individuals experience the opposite from truly belonging. Furthermore, there are many circumstances outside the confines of relationships in which individuals can attain a genuine sense of belonging, including culture, place and within themselves. Analysis of a range of texts including As You Like It and Travellers and Magicians inquire into these ideas and foster an appreciation for the need to consider different circumstances and individuals before making assumptions about the multifaceted concept of belonging. Ultimately, relationships are often the connections in which individuals find the truest sense that they belong, but the fulfillment of the fundamental need to belong is not strictly limited to the confines of a relationship.

 

 

Belonging Practice Questions-Essay Questions for Paper One

It is time to practice and improve your essay skills by having a go at this list of essay questions compiled by Save My HSC especially for you. All of these questions reflect the sort of questions you will have to answer in section three of Paper One. It is highly unlikely they will ask you to write an interview trasncript or a feature article, but these text types are assessable so have a look at the practice questions and get familiar with the conventions of each of these text types. If you are having trouble, feel free to comment this post and Save My HSC will try our best to point you in the right direction!

• To what degree has studying the concept of belonging augmented your understanding of yourself, of others, and of the world? In your answer, refer to your prescribed text and ONE text of your choosing
• In order to belong, we must know who we are and where we come from.  Discuss with reference to your prescribed text and TWO related texts
• Despite an individuals desire to belong to a group or community, this is not always possible. How do the texts you have studied represent the processes and results of belonging and/or not belonging.
• You have been invited to speak at the book launch of a new collection of texts entitled “Belonging in our Society” In your speech, explain and assess the ways in which belonging is represented in the texts in the collection
• Belonging to a community or group has a significant impact on an individual’s sense of self. Discuss this statement, focusing on how the composers of the texts you have studied represent the concept of belonging
• Belonging to a group or community can provide opportunities and disappointments To what extent do the texts you have studied support this idea?
• More than anything else, belonging is about finding a sense of place in the world. Discuss with reference to your prescribed text and TWO related texts
• You have been invited to write an article for a teenage magazine called Youth and Belonging. In your article, analyse the ways in which belonging is represented in your prescribed text and ONE other text.
• To belong is as much about being a part of something, as it is about being excluded.” To what extent do you agree? In your answer refer to your prescribed text and 2 related texts of your own choosing
• “Belonging is about the desire of acceptance that may or may not bring personal satisfaction.” How does your study of the Prescribed text and 2 varied texts of your own choosing support or reject this idea? 
• “Acceptance can lead to a sense of fulfilment but at a cost.” Do you agree?  In your answer refer to your prescribed texts and 2 related texts of your own choosing
• “To belong is innate and fundamentally human.”  What challenges or barriers complicate this? In your answer refer to your prescribed texts and 2 related texts of your own choosing

 

• “Experiencing exclusion helps individuals come to a greater sense of acceptance of others.” What assumptions underpin the Area of Study and can they be validated? In your answer refer to your prescribed texts and 2 related texts of your own choosing

 

• “Acceptance leads to contentment and self-realisation” Is this an accurate account of your Area of Study? In your answer refer to your prescribed texts and 2 related texts of your own choosing.

 

 

• “Perceptions and ideas about belonging vary.”Is this your opinion? How is this reflected in your study of your prescribed text and 2 related texts of your own choice?

 

• You have been asked to present a persuasive argument on the issue of Belonging at a community meeting. What ideas do you present and you are they addressed in your study. You must also refer to 2 related texts of your own choosing.

 

 

• A radio programme is presenting a debate on issues and assumptions associated with belonging. Present two sides of the debate with reference to your prescribed study and 2 related texts of your own choosing.

 

• You have been asked to write a feature article for a ‘School Special’ section for Sydney Morning Herald. The article must reflect complications of belonging and how this is reflected in a range of texts including your prescribed text. 

 

• Imagine you have been asked to give a speech on the topic of belonging to a local high school. In your speech you are to reflect on the nature of belonging and not belonging and give your opinion. Refer closely to the prescribed text and 2 related texts of your own choosing.

 

• You are being interviewed on how your perception of belonging has influenced your understanding of the world around you. Write the transcript of this interview. In your answer refer to your prescribed text and 2 related texts of your own choosing.

 

• You have been invited to chair a panel of experts who specialise in the areas of personal, cultural, historical and the social contexts of belonging. You are permitted to ask a range of questions to any members of the panel in order to present a range of attitudes on belonging. Refer to your prescribed text and 2 related texts of your own choosing.

 

• “Belonging can challenge a community or group.” Use the quotation as one line in your speech to students. In your speech reflect on how exploring this issue can broaden and deepen their understanding of themselves.  Refer closely to the prescribed text and 2 related texts of their own choosing.

 

• Write a speech about the most important things students should know about belonging for a year 12 study retreat which is to be held before the trial exams. In your speech refer to your prescribed text and at least TWO related texts of your own choosing.

 

•  It’s the night before the half-yearly examination and your friend has called you to talk about paper one. Write the transcript of your conversation, in which you both share your ideas about belonging.

 

 

• ‘Relationships are important in finding a sense of belonging’. Discuss this statement in relation to your prescribed text and TWO other texts you have encountered in your study of belonging.

 

• ‘Belonging creates dilemmas’ Discuss this statement in relation to your prescribed text and TWO other texts you have encountered in your study of belonging.

 

• ‘The human spirit craves a sense of belonging’. To what extend do your prescribed text and ONE other text you have studied support this idea?

 

• ‘Belonging is dependent on the perspective of the individual’. Discuss this statement with particular focus on how the composers of your prescribed text and TWO other texts represent perceptions of belonging.

 

• Our lives are shaped by our sense of belonging’Discuss the extent to which belonging shapes our lives with reference to your prescribed text and ONE other text of your choosing.

 

• ‘Not belonging is a far more difficult road to travel than that of belonging’.How does your prescribed texts and TWO other texts of your own choosing explore ideas of belonging and not belonging?

 

Sample Thesis Statements for Belonging Essays

Still have no idea what a thesis statement is? Take inspiration from these….

All of these thesis statements can be used as starting points for arguments about belonging!

• Experience

-Our life experiences teach us that when we stop trying to belong we realise that we have always belonged

-We search for a place to belong, not realising that it is our perceptions and attitudes, not the place that allow us to belong

 

• Notions of identity

-When our cultural identity is marginalised, we can feel dislocated and displaced, and believe that we do not belong to our culture or the dominant culture.

-Our search for who we are is fuelled by a need to find a place in the world where we belong

– A sense of belonging comes from a sense of identity

 

• Relationships

-The need to belong to a group or a community shapes our behaviour, attitudes and actions

-An individual has the potential to damage relationships and ensure that others do not belong

-When humanity experiences a strong connection to a place, the notion of belonging is strengthened and enriched

-When our relationship with a place is shaped by a narrow and biased view of the world, our notion of belonging can be questionable

 

• Acceptance

-The basic human need to be accepted and belong can cloud our judgments and direct our actions

 

• Understanding

-When we begin to understand the forces that drive us to belong, we develop empathy for others and personal insight

 

McPherson, D and Sherlock, J et all, 2010, Oxford HSC English, Oxford University Press, South Melbourne.

 

• Connections

-A sense of belonging can emerge from the connections made with people, places and the larger world. It is these connections that influence where we search for meaning in our lives and ultimately, where we belong

– We belong when we feel connected to others and the world

• Inner Belonging

-Belonging comes from within rather than without
-An inner sense of connection leads to an external sense of belonging
-Feeling connected to the world is an inner experience
-The desire to belong is a driving force within us
-A sense of belonging begins instinsically and spreads out into the world
-We cannot belong until we understand ourselves-An inner sense of balance allows the individual to belong harmoniously in the world

Writing Band Six Essays-Conclusion

Even if you are running out of time and can’t write a proper conclusion, at least try to give one concluding sentence. The conclusion is one place you can be brief without being penalised severely. Nevertheless, sum up your argument and conclude well.

In your conclusion you need to:

• Restate your thesis without restating your thesis

You need to draw your essay back to its overall thesis, but better essays will always find a different way to say their original thesis.

• Summarise the points you have talked about in the essay

You only need to highlight the points you have already made-do not introduce any new ideas or evidence!

• Restate the texts that have provided examples that prove your thesis

This is the step you can cut out if pushed for time. A good idea would be to have a sentence after your restated thesis that says something like “This is evident in (author name)’s (text’s name).

• End with a final remark about the topic

Again, if pushed for time you can leave this out. However, this final remark is really the essence of conclusion-it sums up your arguments and thoughts about the topic. This is where you throw in references to the syllabus and what the module requires of you to prove you have made connections between the syllabus and the texts and ideas you have studied. This is probably the most difficult part of the conclusion as you need to make a statement which somehow encompasses the relevance and importance of the topics you have talked about in the essay to our understanding of the world in general. How intense.

Writing Band Six Essays-Body Paragraphs

Now you know how to introduce your essay, and the fact that paragraphs are important, its time to learn what to actually put into each paragraph. Every year, the most common criticism from the marking centre is that students do not integrate their responses. Their complaint is that instead of structuring their essays by ideas, students write an introduction, write a paragraph on each of their texts and write a conclusion at the end. Integrated responses are no mean feat, as you must try and come up with arguments that you can support with evidence from all of your texts. However, attempting to integrate is better than not integrating at all, so use the advice below to give it a try, write a practice essay and see how it works.

The first sentence will contain the point or argument that you intend to make in the paragraph-essentially you make a thesis statement that you can back up using examples in this paragraph. Like the overall thesis statement for the essay, this sentence needs to contain an argument that helps you to show you have understood and responded to the question posed. Developing these topic sentences/thesis statements is often difficult, so further guidance on how to do this is provided in later posts.

The next sentence/few sentences will explain in greater detail the point you are making and how it relates to the question. This is where you are expected to expand on your topic sentence and thus develop the argument you are trying to make. Again, most students will find this difficult, so it is covered in detail in later posts. However, including this explanation of the thesis statement and doing it well is often what separates an A or B from a C, so remember to do it and learn to do it well!

Once you have set up your argument, it is time to prove it. This is where you draw in examples from your texts to support the statement you have made. How exactly you word these next few sentences depends on the modules, but in general it’s best to start with a statement that says something like “This is evident in (text A) where —-“ and then you describe the example before giving quotes and/or techniques to support this. There is no golden number of examples you will need to give to support your thesis statement-it is sometimes better to have one completely relevant example rather than three not-so relevant ones.

The final sentence of your perfect body paragraph will sum up what you have said but most importantly, link it all back to the question. This sentence is again one of the things that distinguishes an A or B from a C as it shows you are trying to maintain your line of argument and respond directly to the question.

There are a lot of different acronyms people use to help them remember what is needed in each paragraph-the following are the three most common ones given to students. Use them at your own discretion.

PEEL

 

P = Point you are making in the paragraph (topic sentence/thesis)

E = Explanation of the topic sentence/thesis

E = Evidence/Examples to support your point

L = Link your argument back to thesis

SEXY

 

S = State your point

E = Explain your point

X = Give examples to support your point

Y = Y? Why did you include this point-link back to the thesis

PIE

P = Point you are making in the paragraph

I = Illustrations – evidence from texts to illustrate your point

E = Evaluation of the evidence and its relevance to your point/the question

This method of writing body paragraphs is not limited to English-it can be used in a range of essay subjects including Modern and Ancient History, Studies of Religion and Geography.

Finally in regards to body paragraphs, one of the most common question students have is how many points they should make in their essays. The standard response to this question from teachers is “how long is a piece of string?” or equivalent smart-ass remark. Unfortunately, it’s true that there’s no definitive answer-it depends on how in-depth your arguments are, which module you are writing for and how many solid arguments you can construct in the given amount of time.

Writing Band Six Essays-Intelligent Introductions

The first thing the marker reads (obviously) is your introduction, and thus a solid introduction can engage the marker and make them actually want to read your essay. The other advantage of a decent introduction is that if for some reason you don’t get to finish your essay, the marker will at least know what you intended to talk about, and can give you some credit for being on the right track. It will definitely improve your mark overall if you can indicate that you know what you are talking about and what you would say if you had time in your introduction. This is not to say you should waste your time writing a perfect page long introduction, but rather that the introduction is important so don’t spoil your chances of getting a good mark by not introducing your essay properly!

A good introduction will always:

a) Start with a thesis that DIRECTLY RESPONDS TO THE QUESTION. You have 40 minutes to write an essay so there is no time to start with philosophical musings about the topic or write random things you happen to remember about the module you are writing about

What is a thesis?

A thesis is just a fancy word for an argument or overall point of view. Your opening thesis statement basically needs to state an argument that you will develop and provide evidence for throughout your essay. There is no need for this to be complex, but better essays generally will have a thesis that responds to the question without using the exact wording of the question. For example:

“ Relationships are essential to finding a true sense of belonging” Discuss

An A-grade thesis would be something that indicates your personal response to the question. Remember that you do not have to agree with the statement, you can disagree or you can be really tricky and agree and disagree with the question. Better essays are always those that can argue and counter argue. Refer to later posts for advice on how to do this.

Sample thesis:

The complex nature of the concept of belonging means that a true sense of belonging can be found in different circumstances for different people, however, many individuals find their strongest sense of belonging within relationships.

This is a good thesis because it

• Shows you know something about the concept of belonging
• Refers to the question without using all the exact words
• Is broad enough to allow you to develop good arguments, and then counterarguments
• Uses definitive words such as “means” and “find” instead of using words such as may. This makes it sound argumentative, which is a good thing as the purpose of an essay is to argue.

However, writing a thesis such as the one above will not come naturally to a lot of students. For these students who find it difficult to develop thesis statements, the best route is to take words out of the question. This will show the marker that you have understood the question and know what you need to write about in order to answer this question.

In order to truly belong, people need relationships with other people and places.

This is also a good thesis because:

• It is a direct response to the question
• It is broad enough to allow you to develop an argument
• It demonstrates that you have understood the question-the word “essential” basically means something that you need or must have.

When writing a thesis, remember that it has to be an argument, but also that you must be able to support this argument with evidence in your body paragraphs. There is no formula for writing a perfect thesis as every question is different, but if you keep in mind that the above points and practice, writing theses will hopefully become a lot easier!

b)        A good introduction will have at least one sentence that expands on the thesis.

This will help you to show you know what you will be talking about in the essay and hopefully make the point you are trying to prove by writing this essay a little clearer to the marker.

c)         Name the texts and composers that will be referred to throughout the essay

Names of texts should be Underlined. How exactly you name the texts and authors really depends on the module, so see the specific blog post for each of these!

d)        Outline the points you will be making in the essay

To fulfil its purpose, the introduction must give a proper overview of the arguments you will be making. There is no need for excessive detail here, just state the general arguments you will be making in one long or two short sentences if necessary. See the sample introduction and each module’s essay writing blog post for further guidance on how to outline arguments in the introduction.

Writing Band Six Essays-DO NOT PREPARE AND LEARN ONE ANSWER

In case the capital letters didn’t scare you enough I will repeat it just so you can gauge the severity of this warning—do not pre prepare your essays. Unless you genuinely want to fail HSC English there is no excuse for going into your English exams with one memorised essay for each unit you have studied. Everyone wants a simple solution that will be easier to learn than an entire year’s worth of work, but like everything in life, nothing good will ever come of taking the easiest route.

Students in years prior to the 2009 HSC may have got lucky, and their memorised essays may have been enough for them to pass, but unfortunately for students in the era of the new syllabus, the same tricks do not work. Every year, the board of studies publishes markers comments and other documents in which they give feedback about the quality of students’ responses from the previous year, and the most common comment is that markers know when they are reading a pre prepared response and punish students for attempting this. It is very easy to tell an essay that actually answers the question from one that is a generic essay about the topic that may just refer to the question in the introduction or conclusion.

 The post 2009 HSC English course is designed to stump students who try to pre prepare responses. The board of studies is determined to fight back at criticisms that the HSC is simply a memory test and students that rote learn and churn out content can get better marks than students that actually learn and understand the content. They want you to realise that the course is so broad that there’s no chance your one memorised essay will answer the question sufficiently so there’s no point trying. You only have to look at the uproar caused by the 2009 paper one essay question for evidence of this. For the first time, this question asked students to refer to ONE instead of TWO related texts, and so students that had memorised essays were forced to adapt or were penalised for not writing in enough detail about their one text. The lesson from this is simple; the board of studies is out to get students who memorise essays, so just don’t do it. Ever.

Luckily for you lazy students out there, you will have this guide that should help you to write good essays from scratch that will get you decent marks in your HSC!

Essay Structure: Simple Quick-Reference Guide

The following is a handy quick-reference guide you can print and keep to assist you in writing essays.

Introduction:

-Thesis statement: Main idea you will argue in the essay

-Briefly expand on the thesis

-Name your texts and composers

-Outline the arguments you will be making in the essay

Body Paragraphs (May be more than one paragraph for each point):

-Thesis statement/topic sentence

-Explain your thesis for the paragraph

-Give evidence to support this in text one

-Discuss the relevance of the evidence (What it reveals/tells us/shows us about the topic you are writing on) and link it back to the question

If you have to write about a related text:

-Give evidence to support your thesis in text two

-Discuss the relevance of the evidence (What it reveals/tells us/shows us about the topic you are writing on) and link it back to the question

REPEAT for each point you will make

Conclusion:

-Restate essay thesis in different words

-Sum up the points you raise in the argument

-Rename the texts and authors which gave you the evidence to support your arguments

-End with a final remark about the topic and its significance/relevance