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HSC Advanced English Mod B: Great Expectations Sample Essay and Essay Analysis

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 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, Great Expectations, answers the 2019 HSC question:

Almost anybody can be reformed, but not everybody can be redeemed.

To what extent does this view align with your understanding of Great Expectations?

• 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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31 Module B Practice Essay Questions to Save Your HSC

The best preparation for Module B is practice essays. In this article, we've put together 3 questions for each text to help you ace your Paper 2 exam!

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• Common Mod Questions
• Mod A Questions
• Mod B Questions
• Mod C Questions

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Do you need help refining your Module B writing? The best preparation is answering Module B practice essay questions. Fortunately for you, we have 31 questions here for you to practice on (3 for each prescribed text!)

What’s the secret to writing a good Mod B response?

Remember, Module B is all about critical thinking.

This means that you have to make a judgement and evaluate the composer’s use of technique, form and style to convey meaning.

In this Module, you can be asked 3 different types of questions in your HSC English exams.

• Type A -Questions specific to your prescribed text (Q1 – 12)
• Type B – Questions specific to your prescribed text with stimulus material taken from your prescribed text (Q13 – 24)
• Type C – Questions specific to one form of the prescribed texts (Q25 – 31)

So, to prepare you for your HSC exams, we will provide you with a variety of essay questions.

Type A- Questions specific to your prescribed text

Question 1: jane austen,  emma.

Emma is a revolutionary novel that gave women a voice.

In your response, evaluate how Austen’s distinctive narrative style challenges or affirms this view.

In your response, focus on key episodes in the novel.

Question 2: Charles Dickens,  Great Expectations

Great Expectations relies on humour to evoke uncommon responses from the audience.

To what extent does the above statement align with your understanding of Charles Dickens’s Great Expectations ?

Question 3: Kazuo Ishiguro, An Artist of the Floating World

An Artist of the Floating World is told by an unreliable narrator who seeks comfort.

Write an extended response in which you challenge or affirm this view with close references to Kazuo Ishiguro’s  An Artist of the Floating World.

Question 4: TS Eliot,  T S Eliot: Selected Poems

TS Eliot’s unique voice forces his audience to recognise the fragility of the human psyche.

To what extent is the above statement true to  T S Eliot: Selected Poems ? In your response, refer to at least TWO of his poems.

Question 5: David Malouf,  Earth Hour

Malouf’s poetry is a journey of unexpected turns that are surprisingly pleasant.

Evaluate how Malouf challenges the audience’s expectations through his use of vivid imagery in  Earth Hour .

In your responses, refer to at least TWO of his poems.

Question 6: Henrik Ibsen,  A Doll’s House

Nothing is ever black or white. The world is grey.

In your responses, evaluate how Ibsen’s characters challenge or affirm this statement.

In your response make detailed reference to Ibsen’s play.

Question 7: Dylan Thomas,  Under Milk Wood

Thomas captures the hearts of his audience through his simultaneously rich and hallucinatory language.

To what extent is the above statement true in accordance with your reading of Under Milk Wood .

Question 8: Edmund de Waal,  The Hare with Amber Eyes

De Waal’s personal tone in  The Hare with Amber Eyes  compels audiences to find the rainbow in a storm.

To what extent is the above statement true?

In your response, evaluate how de Waal explores the intricacies of human lives and make close references to  The Hare with Amber Eyes.

Question 9: Vladimir Nabokov,  Speak, Memory

Nabokov relies heavily on strong rhetorical devices to accurately capture his stream of conscious thoughts.

To what extent do you agree with this statement?

In your responses, evaluate how Vladimir moves his audience emotionally and intellectually.

Question 10: George Clooney,  Good Night and Good Luck

Clooney uses evocative metaphors to explore the interplay between public and private lives.

Regarding the above statement, evaluate how Clooney’s metaphors motivate his audience to search for their own truths.

In your response, make close references to key episodes in the film.

Question 11: Gillian Armstrong,  Unfolding Florence

Armstrong unfolds Florence’s life, but never wraps her back up.

Evaluate the above statement and explore how Armstrong’s unconventional film draws audiences’ attention and motivates a search for identity.

In your response, make close reference to key episodes in the film.

Question 12: William Shakespeare,  King Henry IV, Part 1

Shakespeare’s use of rhetoric is representative of his comments on power and authority.

In your response, evaluate the above statement with close reference to key episodes in the drama.

Type B – Specific questions with stimulus material from your text

Question 13: jane austen,  emma.

“ One half of the world cannot understand the pleasures of the other .” – Emma Woodhouse

Evaluate Austen’s use of illusion to reveal the confrontational truth about her society.

In your responses, refer to the quotation and your understanding of the novel.

Question 14: Charles Dickens,  Great Expectations

“ We changed again, and yet again, and it was now too late and too far to go back, and I went on. And the mists had all solemnly risen now, and the world lay spread before me .”

Drawing ideas from the above quote, evaluate how Dicken’s narrative style helps convey meaning.

In your response, refer to the above quotation and make detailed references to the novel .

Question 15: Kazuo Ishiguro, An Artist of the Floating World

“When you are young, there are many things which appear dull and lifeless. But as you get older, you will find these are the very things that are most important to you.” – Kazuo Ishiguro

Drawing ideas from the above quote, discuss how Ishiguro uses metaphors to explore conflicts in  An Artist of the Floating World. 

In your response, refer to the above quotation and make detailed references to Ishiguro’s novel .

Question 16: TS Eliot, T S Eliot: Selected Poems

“ Our dried voices, when We whisper together Are quiet and meaningless ”

–  The Hollow Men

Evaluate how Eliot uses religion in his poetry to explore connections and conflicts.

In your response, use the above quote as a starting point and refer to at least 2 of Eliot’s poems.

Question 17: David Malouf,  Earth Hour

‘ Shy gifts that come to us from a world that may not Even know that we are here. Windfalls, scantlings. ’

Drawing ideas from the above quote, evaluate how Malouf’s powerful rhetoric forces audiences to glimpse at the beauty of dailiness.

In your response, refer to at least 2 poems from Malouf’s  Earth Hour. 

Question 18: Henrik Ibsen,  A Doll’s House

“ To be able to be free from care, quite free from care; to be able to play and romp with the children; to be able to keep the house beautifully and have everything just as Torvald likes it! ” – Nora (Act 1)

Evaluate how Ibsen’s complex narrative explores ideas in the above statement to confront his audience.

In your responses, make close references to Ibsen’s play and the above quotation.

Question 19: Dylan Thomas,  Under Milk Wood

“ FIRST VOICE: Like a Cat he sees in the dark. Through the voyages of his tears he sails to see the dead. CAPTAIN VAT: Dancing Williams! FIRST DROWNED: Still dancing.  CAPTAIN CAT: Jonah Jarvis. THIRD DROWNED: Still. ”

Drawing ideas from the above extract, how does Thomas use humour and voice to convey meaning?

In your responses, make close references to key episodes from the play.

Question 20: Edmund de Waal,  The Hare with Amber Eyes

“ There is a breath of hesitancy before touching or not touching, a strange moment. If I choose to pick up this small white cup with its single chip near the handle, will it figure in my life?” – De Waal

Evaluate how de Waal uses symbols in his non-fiction text to represent how Earth is a tapestry of interwoven stories.

In your response, draw ideas from the above statement and make close references to  The Hare with Amber Eyes. 

Question 21: Vladimir Nabokov,  Speak, Memory

“Sleep is the most moronic fraternity in the world, with the heaviest dues and the crudest rituals. It is a mental torture I find debasing… I simply cannot get used to the nightly betrayal of reason, humanity, genius.” – Nabokov

Evaluate how Vladimir’s unique writing style represents his thoughts about time and space.

In your responses, use the above statement and make close references to the text.

Question 22: George Clooney,  Good Night and Good Luck

“ Murrow: You were always yellow Fred: Better than red ”

Evaluate how Clooney uses evocative imagery to explore the power of representation in society. Use the above extract as a starting point.

In your response, make detailed reference to the film.

Question 23: Gillian Armstrong,  Unfolding Florence

“‘Who are all these people talking about me?” – Florence Broadhurst.

In your response, evaluate how Armstrong’s manipulation of film conventions highlights colourful events, whilst hiding darker truths.

Question 24: William Shakespeare,  King Henry IV, Part 1

“ EARL OF DOUGLAS: I fear thou art another counterfeit; And yet, in faith, thou bear’st thee like a king: But mine I’m sure thou art, whoe’er thou be, And thus I win thee. ”

Drawing ideas from the above statement, evaluate Shakespeare’s commentary on the ideal leader.

In your response, make detailed reference to the play and the above quotation.

Type C – Questions specific to form

Question 25: prose fiction.

Strong prose fiction creates alternate worlds that mirror ours in order to reveal hard truths.

To what extent does the above statement relate to your understanding of your prescribed text?

In your response, make detailed reference to your prescribed novel.

Question 26: Poetry

Evocative poetry not only captures the composer’s thoughts and emotions but also invites the audience to explore their own thoughts and emotions.

Evaluate the extent to which the above statement is true in accordance with your prescribed text.

In your response, make detailed reference to your prescribed poems.

Question 27: Drama

Good dramas move their audience by portraying reality in a unique way.

In your responses, evaluate whether your prescribed text affirms or challenges the above statement. Make close references to your composer’s distinctive rhetoric.

Question 28: Nonfiction

Non-fiction texts reflect on mundane aspects of life to generate a strong reaction from the audience.

To what extent is the above statement true to your prescribed text?

In your response, evaluate how the composer’s tone and voice help them convey meaning with close references to the above statement and your prescribed text.

Question 29: Film

Powerful films challenge audiences to recognise the uncomfortably profound truths of the world.

To what extent is the above statement true of your prescribed text?

In your response, make detailed reference to your prescribed film.

Question 30: Media

Unconventional media not only surprises audiences but draws them in on a roller coaster ride of self-reflection.

Evaluate the above statement with close references to your prescribed text.

Question 31: Shakespearean Drama

Shakespearean dramas are mirrors of our human flaws and social issues.

To what extent is the above statement true to your prescribed text? In your response, make detailed reference to your prescribed play.

Written by Matrix English Team

© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.

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• English Advanced
• Critical Study of Literature

Module B Great Expectations Study Notes

• Author hadinakh
• Creation date Oct 21, 2022

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HSC Advanced English Mod B: Great Expectations Sample Essay and Essay Analysis

Description

This is a three-part resource for students undertaking the NSW HSC Advanced English Module B: Close Study of a Text.

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, Great Expectations, answers the 2019 HSC question:

Almost anybody can be reformed, but not everybody can be redeemed.

To what extent does this view align with your understanding of Great Expectations ?

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.

Check out this product at our home site for lower prices

https://www.divingbelleducation.com/product-page/hsc-advanced-mod-b-essay-and-essay-analysis-great-expectations

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Guide to Year 12 English Advanced Module B: Critical Study of Literature

As you should know by now, NESA has overhauled the old HSC English syllabus, to include HSC Advanced English Module B: Critical Study of Literature.

If you have no idea what this module is about, don’t fret! You’ve come to the right place!

In this article, we’ll walk you through the new changes to the syllabus, debunk what the module is all about, as well as how to get a Band 6 in Critical Study of Literature!

So, what are you waiting for? Let’s jump in!

What are the changes to HSC Advanced English Module B? What is Module B: Critical Study of Literature all about? How do I develop a personal interpretation of a text? How do I get a Band 6 in HSC Advanced English Module B?

What are the changes to HSC Advanced English Module B: Critical Study of Literature?

Changes to the number and value of assessment tasks.

NESA has set firmer rules  about how schools can assess you in HSC English:

• There will be  THREE  assessment tasks set in Year 11
• Each task can only weigh between  20-40%
• Schools can only set  ONE  formal exam during the year

This is good news, because it means the number and type of assessments that students across NSW are given are relatively similar. In other words, this means  there will be less variation in assessments between schools.

While there are some substantial changes to the structure of the new Module B, the skills you need to cultivate in this Module are very similar to the old Module B.

As such, you’re likely to be assessed in a similar manner to the old Module B, in an essay form. However, this is up to your teacher, so pay attention when they’re teaching you skills in responding to texts!

Wait up! We’ve put together a week-by-week guide to the second term of Year 12 for you with essential resources on major works, summary articles on Mod A and B texts, procrastination tips, note-taking structures, and more!

Critical and Creative Responses

In the old Module B, students were required to respond to texts imaginatively, effectively and creatively.

In the new Year 12 Module B Critical Study of Literature, students need to respond critically and creatively, and by doing so, analyse and assess the way meaning is shaped and conveyed in the text.

Personal and Intellectual Connections to the Text

Another change in the module is that students are now expected to develop personal and intellectual connections to the text through study of this Module.

By reading, analysing and responding critically and creatively to your text, you should develop an appreciation and personal relationship to the text and its themes and ideas.

Further to this, students should be able to express their personal interpretation of the meaning of the text in an appropriate, clear and cohesive manner. In terms of intellectual connections, this refers to the way that literature changes how you think about the world.

No matter what manner you’re responding to the text in, you should always be doing this with proper register, structure and modality and pay close attention to details like spelling and grammar.

What is Module B: Critical Study of Literature all about?

To start off, let’s take a look at the rubric.

As you read through the rubric, take note of the highlighted words and phrases – what might they mean in the context of this module?

You can likely observe some trends in the highlighted words and phrases. Within Critical Study of Literature, there is a large focus on developing a personal and intellectual response to the ideas, construction and language of a text.

You’ll also be considering your personal response in light of both others’ personal responses over time, and also the enduring relevance of the text.

Critical in this sense refers to the way you will be developing your own response to the text, with a focus on evaluation and understanding of how the text’s different elements work together as a whole.

So let’s break down the rubric in even more depth the help you figure out how to get that Band 6!

“…students develop detailed analytical and critical knowledge, understanding and appreciation of a substantial literary text”

At the heart of this module is the ( surprise! ) critical study of one text (or a collection of texts by one composer). The set texts for the new Module B are considered substantial literary texts, meaning they have special significance in literature, for a variety of reasons.

In Module B you’re required to develop a thorough understanding of your text and it’s significance. Because the set texts for Module B are “substantial literary texts”, they might be a challenge to read and understand at first.

Therefore, to develop a detailed analytical and critical knowledge, understanding and appreciation of the text, you will need to likely read it more than once.

“through increasingly informed and personal responses to the text […] students understand the distinctive qualities of the text, notions of textual integrity and significance”

In Module B, you won’t just be studying particular parts of the text, but the text as a cohesive whole. What’s more, it’s important that when you revisit your text, you gain an increasingly informed and personal response.

This is useful as it allows you to think about and understand how the text as a whole is constructed, using structure, plot, characters, literary techniques, but most importantly textual integrity (which we get in to later on in this article – stay tuned!).

“close analysis of the text’s construction, content and language [is central] to develop students’ own rich interpretation of the text, basing judgements on detailed evidence drawn from their research and reading”

When responding critically to your text, it’s important for you to be using detailed evidence that you find through research and further reading. This means you’re required to go above and beyond the text itself, the readings your teacher gives you, and that you do your own independent research about your text.

We’ll explore what a texts’ construction, content and language is later on in this article!

“students have opportunities to appreciate and express views about the aesthetic and imaginative aspects of the text by composing creative and critical texts of their own […] using appropriate register, structure and modality”

In the new Module B, students need to respond critically and creatively, and by doing so, are able to express views about the text, how the composer conveys meaning through language, and whether they are successful in doing so. 

You can be assessed in a variety of new ways in the new Module B. This might be an essay, a creative reimagining of your text, a multimodal response, or something else! It’s up to your teacher.

“opportunities for students to engage deeply with the text as a responder and composer further develops personal and intellectual connections with the text”

This is the big one.

Reading the text once and simply regurgitating arguments you found on the internet is not going to be enough for Module B. Well, at least, not enough for you to do well in HSC Advanced English Module B.

The aim of Module B is for you to develop a genuine connection to the text and have your own personal interpretation and response to the text.

This isn’t something that’s teachable, but comes from genuine connection with and reflection on your response to the text, it’s meaning and significance.

In Summary:

HSC Advanced English Module B requires you to understand the construction, content and language of a text in developing your own personal interpretation . You will also  consider your personal interpretation in light of other personal and intellectual interpretations  and will explore the enduring  relevance of the text over differing contexts .

The study of this module will culminate in you  composing creative and/or critical responses to the text,  in light of the elements mentioned previously.

Wondering how to ace the new HSC English Syllabus?

Debunking Key Terms from HSC Advanced English Module B: Critical Study of Literature

Understanding these terms is essential to understanding Module B.

Construction

Also known as  textual form , construction refers to the way a text is – you guessed it – constructed.

You will consider elements such as the medium of the text (text type), the structure of the text and also the genre of the text. As you move through this module, you’ll quickly realise that how things are said is just as important as what things are said.

Refers to the  key attitudes and values  of the text. Try to move beyond using the word “theme” – you’re no longer in Year 7-10. As you identify key attitudes and values in your text, also try and avoid using only one word to describe them.

For example in the T.S. Eliot poems prescribed ,  “alienation” is not a key attitude or value.

You need to extend this theme further, beyond being simply one word  – think about what message the composer is trying to convey about this aspect of subject matter. Are they trying to get a particular point across?

Ahh, language techniques. The bread and butter of high school English.

Similarly to construction, understanding the language techniques used in a text helps you to understand how attitudes and values are conveyed and adds a much deeper level of meaning to your personal interpretation of the text.

When thinking – and writing – about language techniques in your text however, don’t simply provide a shopping list and identify them only for the sake of identifying them. That’s boring and has no relevance to the judgement you ultimately want to be making about the significance of your text over time.

When considering language techniques in your text, consider the following:

• What technique has been used?
• What is the effect of this technique?
• Why use this particular technique over others? For example, why would a composer use a metaphor when hyperbole could do the job just as well? What does that metaphor bring to the line that other techniques wouldn’t?

And context? What’s that all about?

You should hopefully already be familiar with the concept of  context  from your previous studies in English.

Context in Module B refers to notions of time, place, society, culture and politics:

• How have these affected the construction of your text by its composer?
• How have they affected the way others (and yourself) have interpreted this text over time?

Understanding the relevance, or lack thereof, of your text across differing historical, cultural, social and political contexts is crucial to success in Module B.

For instance, to return to our Eliot example, the sad nature of many of the poems makes much more sense in light of the enormous changes to life that the poet was reacting to.

How can I develop a personal interpretation?

Have an opinion about the text and stick to it..

If you love the text (or can at least tolerate it the most out of all your English texts), think about why that is.

What compels you to enjoy this text? What might others enjoy about this text? What stands out to you? Why? This is where you will want to consider the role of construction, content, language and context in developing a personal response to the text.

On the other hand if you hate the text or are finding it a little boring, use this to your advantage!

Why has the text failed to engage you, a reader in the 21st century? Use this hatred or lack of connection with the text to consider the limitations of its construction, content, language and contextual links.

And what on earth is “textual integrity”?

Textual integrity is a term that has tripped up even the best Year 12 students so it’s good to get a handle on it now.

There are two parts to the definition of textual integrity:

• How all the different elements of the text come together to create a cohesive whole. In other words, how is  unity  created in the text? What remains consistent?
• How the text has remained enduringly relevant across different contexts. For example, why do we still care about the poetry of T.S. Eliot   today even though it was written more than a century ago?

We can consider textual integrity as being like a boat:

How Do I Get a Band 6 in HSC Advanced English Module B?

Step 1: first things first, read your text.

Teachers can tell when you haven’t read your text  and believe me, it really comes across in your writing. As the focus of the module is for you to develop your own authentic, personal interpretation of the text, you do not want to be faking it.

Relying on Sparknotes is not enough and will get you perhaps a C-range response at most (yikes). It is extremely difficult to form a genuine, sophisticated judgement on something you haven’t even read.

Once you’ve read your text and as you read through it in class, take regular notes. Here at Art of Smart we often recommend the humble TEE table as a tried and tested way to compile effective notes for English.

For HSC Advanced English Module B however, as a large focus is placed on understanding how key ideas/attitudes/values have been conveyed, we can modify the TEE table as such:

This helps to better organise your notes as you can coordinate them by attitude/value.

You may choose to have one giant table for the whole text (not recommended) or separate tables for each section (recommended). You  can  have separate tables for each attitude/value however as there is often some overlap, this might get a little messy.

Try your best to stay up to date with your TEE table and add to it as you move through the text, whether on your own or in class. If you’re lucky, your teacher may even have you create one as part of your classwork.

Check out this awesome article on constructing your own TEE Tables in this article!

What’s next? Surely there’s more to it than just a TEE table?

After you have created and understood your TEE table, it’s time to consolidate this knowledge and move into writing.

Chances are, you will be writing an essay (or some other form of analytical writing) as assessment for Module B.

Are you having to write a feature article for English at the moment? Look no further than our incredible guide!

Get your hands on some practice questions and get writing! If you’re lucky your teacher may provide you with some however if not, we’ve got you covered.

Make sure to check out this  awesome guide on how to write a Band 6 HSC English Essay  from our expert, Madison!

Looking for a tutor to support you while you ace HSC Advanced English Module B?

We pride ourselves on our inspirational coaches and mentors.

We offer tutoring and mentoring for Years K-12 in a variety of subjects, with personalised lessons conducted one-on-one in your home or at our state of the art campus in Hornsby!

In Year 11 preparing for the leap to Year 12? Take this quiz to find out how ready you are!

To find out more and 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 !

Cameron Croese is a qualified English teacher, who has a Bachelor of Education (Secondary) / Bachelor of Arts (English) from Macquarie University and is currently undertaking a Masters of Education in Melbourne. A long-time Art of Smart coach, Cameron has supported over 60 students from Years 7 to 12! When not studying, Cameron is an avid writer, having won several awards for short stories, including the Alan Marshall Short Story Award.

• Topics: ✏️ English , ✍️ Learn

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Year 12 HSC Module B : Critical Study of Literature Practice Questions

Need help preparing for your HSC Module B exam? Here are 10 brand new questions for you!

TutorTime would like to help you prepare for the HSC English Advanced Module B (paper 2). 

A great place to start is to understand the rubric – you can find it here straight from NESA:

Module B Advanced English: Critical Study of Literature

“In this module, students develop detailed analytical and critical knowledge, understanding and appreciation of a substantial literary text. Through increasingly informed and personal responses to the text in its entirety, students understand the distinctive qualities of the text, notions of textual integrity and significance. 

Students study one prescribed text. Central to this study is the close analysis of the text’s construction, content and language to develop students’ own rich interpretation of the text, basing their judgements on detailed evidence drawn from their research and reading. In doing so, they evaluate notions of context with regard to the text’s composition and reception; investigate and evaluate the perspectives of others; and explore the ideas in the text, further strengthening their informed personal perspective. 

Students have opportunities to appreciate and express views about the aesthetic and imaginative aspects of the text by composing creative and critical texts of their own. Through reading, viewing or listening they critically analyse, evaluate and comment on the text’s specific language features and form. They express complex ideas precisely and cohesively using appropriate register, structure and modality. They draft, appraise and refine their own texts, applying the conventions of syntax, spelling and grammar appropriately. 

Opportunities for students to engage deeply with the text as a responder and composer further develops personal and intellectual connections with the text, enabling them to express their considered perspective of its value and meaning.”

Read more about the NESA English syllabus here:

https://educationstandards.nsw.edu.au/wps/wcm/connect/f2ef71a2-ea7c-4b96-92f6-398fe141925c/english-stage-6-prescriptions-2019-2023.pdf?MOD=AJPERES&CVID=

Here are some general essay tips:

• Time your essays. You should allow 40 minutes to write the essay and don’t forget to add in the rubric words.
• Hand write your essay, get writing fit, 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 English Advanced Module B Questions

(a) T S Eliot, T S Eliot: Selected Poems

‘T. S. Eliot’s unique voice forces his audience to recognise the fragility of the human psyche’.

Evaluate the above statement with reference to at least two of Eliot’s poems.  The prescribed poems are:

 * The Love Song of J Alfred Prufrock

 * Preludes

 * Rhapsody on a Windy Night

 * The Hollow Men

 * Journey of the Magi

(b) David Malouf, Earth Hour

‘We are not human beings having a spiritual experience; we are spiritual beings having a human experience’.

To what extent does this view align with your understanding of Malouf’s poetry?

In your response, make close reference to at least two of Malouf’s poem.

The prescribed poems are:

 * Aquarius

 * Radiance

 * Ladybird

 * A Recollection of Starlings: Rome ’84

 * Eternal Moment at Poggia Madonna

 * Towards Midnight

 * Earth Hour

 * Aquarius II

(c) George Clooney, Good Night, and Good Luck 

‘We are doomed to repeat our mistakes; history is inevitably on a loop’. 

To what extent does this view align with your understanding of Good Night, and Good Luck? 

In your response, make close reference to your prescribed text.

(d) William Shakespeare , King Henry IV, Part 1

‘Perhaps those who are best suited to power are those who have never sought it’.

To what extent does this view align with your understanding of King Henry IV, Part 1 ?

 In your response, make close reference to your prescribed text.

(e) Charles Dickens, Great Expectations  

‘We must all face the choice between what is right and what is easy’.

To what extent does this view align with your understanding of Great Expectations ? 

(f) Jane Austen, Emma 

‘The secret to a happy life is to talk plainly and live boldly’

To what extent is the above statement subverted in Emma ?

(g) Kazuo Ishiguro, An Artist of the Floating World

‘Two people can live the same life, see the same things and yet tell you completely different stories’. 

To what extent do the ideas in the above statement align with your understanding of An Artist of the Floating World ?

(h) Henrik Ibsen, A Doll’s House

‘The Meek shall inherit the earth’.

To what extent does the above quote, along with your own understanding of the feminist tones of the play, align with your view of A Doll’s House ?

(i) Edmund de Waal, The Hare with Amber Eyes

‘A generation which ignores history has no past and no future’.

To what extent does this statement, and your own understanding of the importance of story, align with your interpretation of The Hare with Amber Eyes ? 

(j) Vladimir Nabokov, Speak, Memory

‘You will never know the true value of a moment until it becomes a memory’.

To what extent does this view align with your understanding of Speak, Memory ? 

(k) Gillian Armstrong, Unfolding Florence

‘Art collides with life in unexpected and wonderful ways’.

To what extent does this view align with your understanding of Unfolding Florence ? 

(l) Dylan Thomas, Under Milk Wood  

‘It does not do to dwell on dreams and forget to live’

To what extent does this view confirm or subvert your understanding of Under Milk Wood ? 

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Diving Bell Education

This is a three-part resource for students undertaking the NSW HSC Advanced English Module B: Close Study of a Text.

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, Great Expectations , answers the 2019 HSC question:

Almost anybody can be reformed, but not everybody can be redeemed.

To what extent does this view align with your understanding of Great Expectations ?

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.

HSC Advanced Mod B Essay and Essay Analysis: Great Expectations

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Diving Bell Education owns copyright in this publication. A reasonable portion of this publication (up to 10%) may be reproduced for personal use only. The content may not otherwise be reproduced and must not be distributed or transmitted to any other person or used in any other way without the express approval of Diving Bell Education. Multiple licenses should be purchased for use in class situations.

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• ATAR Notes: Forum »
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• HSC English Advanced (Moderator: angewina_naguen ) »
• Mod B Help Please!

Author Topic: Mod B Help Please!  (Read 2049 times)

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angewina_naguen

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Re: Mod B Help Please!

Hi there! So I am doing Great Expectations for Module B, and I was wondering whether I should just memorise a generic essay for it? But I am scared if I do that, the question may be hard to mold to my prepared essay :/  and I am not exactly the best at thinking on spot when it comes to English... Also if I should memorise an essay, what ideas/themes should I focus on? For example, my current body paragraphs are on the injustice of the legal system, social criticism, and redemption - is that good enough for a generic essay or should I use different ideas/themes? Thanks in advance!

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Hey Angelina I noticed in the above reply you said to continuously refer to textual integrity. I think I have done it 1 in a prepared essay but what exactly does it mean? To be honest I just chucked in a fancy sentence my teacher said in class and it seemed to work perfectly.  Even better would you be able to explain it in regards to King Henry IV? Thankyou !

Thank you so much! That has cleared things up a lot for me ( and made me a little less stressed haha). Like dani01 asked, what do you mean exactly by referring to textual integrity? Like would you reference the phrase "textual integrity" directly in your essay or would you indirectly comment on the integrity of the text? Also how often should I do that in one body paragraph? Thanks again! 

Hey there, Clearly I'm not Angelina, but to answer your question on textual integrity, it's essentially the sole purpose of texts, which is to have a message. All parts of the text should add meaning to the composer's message and helps the text be more cohesive - if this isn't the case, then they have failed as a composer. There's a reason why texts in general have a lot of overlapping themes! Textual integrity is something you guys include in your essays without realising it. Whenever you're analysing a quote, you're linking it back to how it supports the author's message - that's textual integrity! The only difference with your other essays and Mod B is that the markers want you to be even more explicit with textual integrity. Usually, I would add it in before my linking sentence at the end of the paragraph or maybe even in the final sentence, so kinda like: "By exploring the theme of social mobility, Dickens is able to emphasise the trivial nature of social class. The universal nature of this idea therefore demonstrates that "Great Expectations" has a high degree of textual integrity." Hope this helps!

Hey! yeah that helps heaps. so how many times do you think i should explicitly state "textual integrity" maybe once in each paragraph?

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Study Notes On Module B Great Expectations

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