to the camera’s indifferent gaze: Weddings,
graduations, births and official portraits taken
every ten years to falsify appearances”
Analysing Text 3
In Text 3, Hillary McPhee explores the trouble she has in reconciling her profession as a historian with her love of her family’s stories and her grandmother’s ability to tell them.
This is an autobiographical text. It is a memoir that discusses her experience of mixing her personal and professional lives and the consequences of this.
This text discusses the conflict between wanting to know the truth about something and enjoying the romance of how it has been told.
There are a couple of paradoxes in this text as well:
Next, let’s look at some evidence. This time we’ll look at three examples, because this text’s paradoxes need a little more framing. McPhee opens with an extended metaphor that introduces the ideas:
Example | Technique(s) | Explanation | |
Opening extended metaphor | “First came her stories like webs across the world. They crisscrossed the Atlantic on steamers and the Rockies by train…In the night under the pine trees, her house creaked and her stories invaded our dreams.” | Extended metaphor: Her stories are webs, they invade dreams | This extended metaphor explains the relationship between McPhee, her grandmother, and her grandmother’s stories. |
Paradox 1 | “Or so she said.” and “Or so the story goes …” | Juxtaposition: Between the content of the paragraph where she explores historical fact and compares to Grandmother’s narratives and the contradictory truncated sentences that conclude the paragraphs Contrast and contradiction throughout | McPhee struggles to reconcile her professional interest as a historian in her Grandmother’s life with her nostalgia and love of her grandmother’s stories. |
Paradox 2 | “The historian at the back of my brain says I should discover what is true and what is false” and “The rest of me… still sees… the shapes and shadows of other places she made my own.” | Contrast and irony | This reflects how facing paradoxes in one’s experience can leave an individual torn between their professional and ambitious self and the emotional person who has connections with family. |
Now we’ve got some evidence, we’re in a position to write a response.
Let’s look at the question again:
Example B (6 marks) English Standard and English Advanced “Compare how Text 2 and Text 3 explore the paradoxes in the human experience.”
So, this is a 6 mark question and requires us to compare the texts. This means that we need to use a miniature essay structure.
We then need to decide whether to use an integrated or divided response:
Your marks won’t be affected by your decision, only by the quality of your execution.
Our response will take the following structure:
Introduction : Two or three sentences outlining our response to the question and introducing the texts.
Body : An integrated response that analyses the texts and compares their representations of paradox in human experience across two paragraphs.
Conclusion : Two sentences that summarise your argument and connect it to the Module.
Okay, so what would this look like? Let’s look at the type of exemplary response a Matrix student would write.
Both Hillary McPhee and Vern Rustala explore the paradoxes we find in our human experiences. Rustala’s poem, “Looking in the Album,” delves into the idiosyncrasies and paradoxes of how we curate and remember our lives. While McPhee’s biographical excerpt catalogues the paradoxes and ironies she wrestled with while trying to balance her professional self with her personal self.
Memory and the process of remembering are rich with emotional complexity and, yet, fraught with paradox. Rustala employs a free-verse poem with heavy enjambment to reflect the conflicts and paradoxes of how we catalogue and record our lives. The persona’s observation that “Here the formal times are surrendered / to the camera’s indifferent gaze” combines enjambment and personification to convey the paradox of how we remember our lives. While humans keep photographs to remember important occasions and feel nostalgia for them as it is an important part of our emotional experience, the speaker observes that we relinquish control over them to an external force – one that is insouciant about our experience or feelings. In contrast, McPhee’s biography focuses on her own experiences and evokes nostalgia in her extended metaphor that “her stories [came] like webs across the world… and her stories invaded our dreams.” As Rustala’s images are a contrived remembrance of the past, so are McPhee’s grandmother’s. Only, in contrast, McPhee ascribes these partially fictionalised accounts a positive value.
“Looking in the Album’s” speaker is troubled by how photographs alter our past and, potentially, our memories when they observe that “[w]e burned the negatives that we felt did not give a true / account and with others made this abridgement of our lives.” The pun on “negatives” conflates photographic images with the poor experiences, developing the metaphor that by destroying negatives we are trying to cleanse ourselves of negative experiences. We can find a paradox at the heart of the ironic notion of manipulating things we feel do not “give a true account” of our lives. Essentially, Rustala is suggesting that we wish to have a true record, but adulterate it to suit our feelings. McPhee struggles with a similar yet different reconciliation between the true and romanticised accounts of her Grandmother’s life. In each paragraph McPhee explores the historical facts and contrasts them to her Grandmother’s accounts, instilling doubt into the veracity of her accounts with the truncated statements “[o]r so she said.” and “[o]r so the story goes …” These caveats frame the paradox she faces: she can’t be a nostalgic granddaughter and a historian at the same time. Pursuing truth comes at the expense of nostalgia. She makes this clear when she ironically observes that “[t]he historian at the back of my brain says I should discover what is true and what is false” while “[t]he rest of me… still sees… the shapes and shadows of other places she made my own.” The contrast between these two sides of her life highlights the emotional paradoxes that can affect our lives as we try to balance professional success with emotional fulfilment and happiness, nostalgia and fact.
Human experience is emotionally complex as we try to hold onto our past while struggling with the acceptable shape it must take. The differences between McPhee’s and Ruslata’s texts highlight this struggle – pointing to how sometimes our emotional security requires us to see things as they actually happened while at others we must shroud events in myth.
Now let’s look at some Dos and Don’ts for the unseen section of Paper 1.
Planning your time for Paper 1 is essential. You have 1 hour 40 minutes to complete the section. That breaks down to 45 minutes per section and 10 minutes reading time.
Do read the questions first.
Then read them again. To be efficient and accurate you need to read the unseen texts with the questions in mind.
Don’t just read the texts, analyse them.
As you read look for evidence that will help you answer the questions. The questions usually ask you to address specific ideas in each text. This is done to guide you to the examples you need to collect.
Do use your maths skills to calculate how much time to allocate to answering each question.
Each mark is worth 2.25 minutes of your time. This means that for a 2 mark question you don’t want to spend more than 5 minutes answering it. By this rationale, you want to be spending about 15-16 minutes on a miniature essay worth seven marks. If you don’t finish the question in the allotted time, cut your losses and start the next one.
Don’t answer the questions in order.
Make sure you analyse the texts based on the question, so you gather evidence for all of them. But don’t begin on the lower mark questions. Get the questions worth more in the bag, first.
Do respond to the question worth the most marks, first.
Be strategic and guarantee yourself the most marks that you can. Starting with the 6 or 7 mark question guarantees you a share of those marks. If you do run out of time before finishing one or two questions from the section, it is better that those questions are only worth one or two marks rather than a third of the paper!
Analysing texts on the fly is hard. You will need to practice this skill and ensure you are familiar with a wide range of literary and visual devices. If you need to brush up on them, we explain a comprehensive set of devices and techniques in our Essential Guide to English Techniques .
Don’t rush the reading of the unseen texts during the reading time.
Reading the questions will guide you as to how the text should be read and analysed. The questions will ask you to discuss how a composer represents a specific idea from the syllabus rubric. You want to identify that idea in the text, and note how they represent it.
Do try to identify multiple examples in each text.
Collecting as much evidence as possible on your first reading will make that easier. That way you have enough evidence to respond to several questions. You don’t have time to go back and do another reading.
Don’t get caught up in superficial analysis.
Techniques like alliteration and rhyme might have pleasing aesthetic qualities, but they are not as useful for representing concepts as metaphors or similes.
Do focus on higher order techniques.
Literary devices such as metaphor, motif, and irony over simple techniques such as alliteration. Your ability to spot higher order techniques will make analysing the texts far easier. Remember, you should practice on random short stories and poems you find on the internet.
Don’t ignore form and medium.
Your unseen texts will all have different forms. It is important that you take the time to think about how the composers’ choice of form influences meaning. Ask yourself, “what is the composer trying to achieve by utilising this form or medium?” You want to discuss this in your responses.
Do answer the questions clearly and concisely.
Ensure that you are answering the question asked. Before writing a response, reread the question to ensure that it will be a direct answer.
Don’t recount the text.
This will generally not constitute an answer to the question. Instead, respond as succinctly as possible to the question.
Do plan your responses according to their value.
As a rule, if the question is worth one mark, use at least one example and an explanation of its technique and effect. If the question is worth two marks, use at least two examples.
Don’t prioritise quantity over detail.
Remember, the markers are looking for detailed explanations of how an example represents an idea, not how many examples you can present. You need to respond to the ideas in the module. To do this effectively try to use terms and phrases from the Common Module rubric.
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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Download a printable version here., module description.
In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.
Students explore how texts may give insight into the anomalies, paradoxes and inconsistencies in human behaviour and motivations, inviting the responder to see the world differently, to challenge assumptions, ignite new ideas or reflect personally. They may also consider the role of storytelling throughout time to express and reflect particular lives and cultures. By responding to a range of texts they further develop skills and confidence using various literary devices, language concepts, modes and media to formulate a considered response to texts.
Students study one prescribed text and a range of short texts that provide rich opportunities to further explore representations of human experiences illuminated in texts. They make increasingly informed judgements about how aspects of these texts, for example context, purpose, structure, stylistic and grammatical features, and form shape meaning. In addition, students select one related text and draw from personal experience to make connections between themselves, the world of the text and their wider world.
Key Statement | What does it mean? |
---|---|
Individual and Collective Human Experiences | An individual human experience is exclusive to 1 individual, whereas a collective experience is shared by multiple individuals |
Human qualities and emotions associated with, or arising from, these experiences | The attributes, characteristics, and feelings connected to/caused by human experiences |
Anomalies, Paradoxes, and Inconsistencies | Anomalies - Behaviours and motivations outside the norms and conventions of a particular social context Paradoxes - Behaviours which conflict with the motivations Inconsistencies: Behaviours and motivations which change despite no apparent cause |
To see the world differently, to challenge assumptions, ignite new ideas or reflect personally | How the text influences the audience’s way of thinking, whether by exposing them to novel ideas, challenging their pre-existing notions, or reinforcing their beliefs in an unsettling manner. |
The human experiences represented in your prescribed/unseen texts will always be connected to one of the subcategories of the “wellness wheel”:
These make markers happy for some reason.
Essay length.
For paper 1 unseen texts, a good estimate is 2-3 lines per mark, while the extended response should be ~800 words/6 pages. If you don’t hit those numbers, that’s totally fine, it’s just a good estimate.
Body paragraph structure.
Acceptance Adoration Admiration Attachment Belonging Cherish Companionship Connection Devotion Dedication Faith | Forgivemess Heightened Inspirational Intimate Intense Passionate Powerful Profound Sincere Truthful Uplifting Vivid Wholesome |
---|
Anger Betrayal Disregarding Dishonesty Disrespect Hatred Inconsistent Loss Sacrifice |
---|
Contradictory Complex (markers love this one) Paradoxical Inexplicable | Inevitable Confronting Empowering Transformative Debilitating |
---|
A text targets… | If it appeals to… |
---|---|
Pathos | Emotions/Morals/Values |
Ethos | Trust/Credibility |
Logos | Logic/Reason |
Accusatory Admiring Aggressive Arrogant Assertive Authoritative Awestruck Benevolent Bitter Colloquial (casual) Compassionate Curious Critical Cynical Demeaning Didactic (instructional) Diplomatic Empathetic Enthusiastic Flippant (disrespectful) | Humourous Incredulous (disbelief) Indignant (annoyed) Judgemental Narcissistic Nostalgic Objective Optimistic Outspoken Patronising (like a Karen) Pragmatic (negatively realistic) Regretful Satirical Scornful Sentimental Sincere Sympathetic Thoughtful Tolerant Uneasy Vindictive (bitter) Whimsical (playful/childish) |
---|
Last updated on November 17, 2021
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Explain how composers use character narratives to explore collective and individual experiences.
Texts are dramatised representations of reality that invites new perspectives on old ideas.
Composers closely examine human emotions and qualities to invite fresh perspectives on human experiences.
Individual experiences can be varied but they never wander far from the impacts of collective experience. To what extent is this true based on your text?
Composers reflect on the anomalies and paradoxes in their characters to provide new insight into human motivation.
Storytelling distinguishes individual emotions from the collective mentality. To what extent do you agree with this statement based on your prescribed text?
Texts represent emotions and qualities arising out of experiences from unique perspectives to show the encourage personal reflection. To what extent do you agree with this statement based on your prescribed text?
Explain how telling the story of individual experiences can invite new perspectives into collective experiences.
The telling of uncommon lives and cultures invites reflection on one’s own human experiences.
It is through seeing other lives and experiences that new perspectives and reflections arise.
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ESSAY WITHOUT ADAPTIVE MATERIAL ANDJUST SYLLABUS: Texts shape the audience’s understanding of individual and collective human experiences, as they reveal the complexity of human qualities and emotions. George Orwell’s dystopian novel Nineteen Eight-Four (1949), represents how a totalitarian authority controls individuals by eradicating all personal freedom and individuality. Furthermore, Orwell demonstrates how within this political system, individuals are unable to establish genuine, loving relationships. Ultimately, Nineteen Eight-Four reveals how the power of storytelling influences an individual’s identity and their experience of the world. Hence, Orwell explores an individual’s interaction with the world and how this affects their lived experiences. Orwell portrays how individuals are restricted in their freedom of thought and expression within the control of a totalitarian government. Orwell represents Winston’s restriction of individuality through the kinesthetic imagery during “Two Minutes Hate”, “In a lucid moment Winston found that he was shouting with the others and kicking his heels violently against the rung of his chair.“, which shows how Winston is overwhelmed into complying with society’s collective emotional reaction of rage towards Goldstein, even though he is not personally invested in the exchange. However, the capitalisation, “DOWN WITH BIG BROTHER” reveals how Winston is able to privately access his personal truth of disagreement towards the Party’s ideology and express his desire to overcome their beliefs. Winston’s desires to overthrow the party are revealed when he confesses his motives to O’Brien in the anaphora, “We are enemies of the Party. We disbelieve Ingsoc. We are thought criminals.”which reveals Winston’s newfound sense of individuality, as he is able to openly express his complete rejection of the Party’s expectations, and admit his unwillingness to obey their expectations in favour of free thinking. Despite Winston’s ability to freely admit his thoughts, the Party inevitably is able to oppress this through violence, as conveyed by O’Brien’s violent imagery, “If you want a picture of the future, imagine a boot stamping on a human face—forever.” This symbolises how the Party disregards the individual experiences of its citizens and utilises fear to intimidate society into a collective acceptance of their ideology. Winston is ultimately shown to surrender to this collective acceptance as upon his release from the Ministry of Love, he unquestioningly rejoices for the Party’s military achievements in the auditory imagery, “He was with the crowds outside, cheering himself deaf.” The juxtaposition between his final compliance and his earlier wary participation in Two Minutes Hate portrays how Winston’s individuality has been eradicated, to ensure his full compliance to the Party.
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Let’s examine some examples of effective conclusions for different IELTS Writing Task 2 question types.
Question: Some people believe that unpaid community service should be a compulsory part of high school programs. To what extent do you agree or disagree?
Conclusion: In conclusion, while there are valid arguments for making unpaid community service mandatory in high schools, I believe that the potential drawbacks outweigh the benefits. Forcing students to participate may lead to resentment and a lack of genuine engagement. Instead, schools should focus on educating students about the value of volunteering and provide opportunities for those who are interested. By encouraging rather than mandating community service, we can foster a more authentic sense of social responsibility among young people.
Question: Discuss the advantages and disadvantages of living in a multi-generational household.
Conclusion: In summary, living in a multi-generational household presents both significant benefits and challenges. While it offers financial advantages, emotional support, and cultural continuity, it can also lead to privacy issues, conflicts, and reduced independence. Ultimately, the success of such living arrangements depends on clear communication, mutual respect, and the ability to balance individual needs with family obligations. As society evolves, it is crucial to recognize and address both the positive and negative aspects of multi-generational living to ensure harmonious family dynamics.
Question: The number of people who are overweight is increasing. What do you think are the causes of this? What solutions can you suggest?
Conclusion: To conclude, the rising prevalence of obesity is a complex issue stemming from various factors, including poor dietary habits, sedentary lifestyles, and socioeconomic influences. Addressing this problem requires a multi-faceted approach. By implementing comprehensive education programs, promoting active lifestyles, and creating supportive environments for healthy choices, we can work towards reducing obesity rates. It is crucial for governments, communities, and individuals to collaborate in these efforts to ensure a healthier future for all.
Question: Some people think that parents should teach children how to be good members of society. Others, however, believe that school is the place to learn this. Discuss both views and give your own opinion.
Conclusion: In conclusion, while both parents and schools play vital roles in shaping children into responsible members of society, I believe that the primary responsibility lies with parents. The home environment provides the foundation for a child’s values and behavior, which is then reinforced and expanded upon in school settings. Ideally, a collaborative approach between parents and educational institutions would be most effective, ensuring that children receive consistent guidance and support in developing the skills and values necessary to contribute positively to society. By recognizing the complementary roles of both parties, we can create a more comprehensive and impactful approach to raising socially conscious individuals.
By avoiding these mistakes and implementing the tips and examples provided, you can craft strong, effective conclusions for your IELTS Writing Task 2 essays. Remember, practice is key to perfecting your conclusion-writing skills. Try writing conclusions for various essay types and seek feedback to continually improve your performance.
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As you prepare for your IELTS exam, focus on developing a clear, concise, and impactful concluding paragraph for each practice essay. With time and effort, you’ll find that crafting strong conclusions becomes second nature, helping you to leave a lasting impression on the examiner and boost your overall Writing Task 2 score.
Let me guess — you’re struggling to find additional practice questions for Year 12 English Standard Module A: Language, Identity, and Culture.
We’ve got your back with 20 practice essay questions for the module Language, Identity, and Culture .
What are you waiting for? Let’s dive in!
‘What we know of the world is captured in the way we talk about it.’ In your answer, refer to your prescribed text.
Has your study of texts focusing on cultural voice affirmed or refuted common stereotypes? How is this idea explored in your prescribed text?
How have the texts you have studied explored how groups have adapted to change? How is this idea explored in your prescribed text?
How do texts use voice and other cultural signifiers to explore differences between groups of people? Respond with reference to your prescribed text.
‘To understand language is to understand human connection.’ How is this idea explored in your prescribed text?
How has your study of texts that explore cultural voices enhanced your understanding of individual identity? Respond with reference to your prescribed text.
Within the texts you have studied, what have you learned about the connection between cultural groups and space? Respond with reference to your prescribed text.
‘Only through close attention to the way its people speak can one understand a culture.’ How has this idea been reflected in the texts you have studied? Respond with reference to your prescribed text.
How do texts explore the way that cultural identities can change in time? Respond with reference to your prescribed text.
‘The moments when a culture is the most vibrant is when it is being threatened.’ To what extent to you agree? Respond with reference to your prescribed text.
How have the texts you have studied used voice in order to explore the complexities of cultural identity? Respond with reference to your prescribed text.
In what ways have the texts you have studied explore the role of culture in an individual’s sense of self? Respond with reference to your prescribed text.
How has conflict been used in the texts you have studied to explore the distinct features of social groups? Respond with reference to your prescribed text.
In what ways has your study of cultural voices enhanced your perspective of the social groups your texts have depicted? Respond with reference to your prescribed text.
‘In what ways has your study of cultural voices enhanced your perspective on the ways relationships within groups change over time?’ Respond with reference to your prescribed text.
‘One of the key conceptions of quality texts is their ability to challenge popular perspectives on particular social groups.’ To what extent do you agree? In your response, refer to your prescribed text.
Question 18.
How have the texts you have studied demonstrated how composers can play with audience’s expectations and assumptions for effect? In your response, refer to your prescribed text.
In what ways have the composers of the texts you have studied experimented with voice in order to create meaning? In your response, refer to your prescribed text.
How have the texts you have studied explored the tension between personal identity and cultural identity? In your response, refer to your prescribed text.
Check out some of our other articles, guides and practice questions below:
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Guide to hsc english standard module a: language, identity and culture, the guide to year 11 module a: contemporary possibilities, 20 practice questions for year 11 english standard module b – close study of literature, 45,861 students have a head start....
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Below are 20 practice questions for the Common Module Paper 1. Some of these questions are general questions and others are specific to form. We recommend that you use these practice questions to either: Write practice essays to gain essay confidence. Do mock exams to a 40-minute timer (Yes, that's right, not 45 minutes.
20 Practice Essay Questions for HSC English Common Module: Texts and Human Experiences Question 1. Through the telling and receiving of stories, we become more aware of ourselves and our shared human experiences. Explore this statement with close reference to your prescribed text. Question 2
Common Questions Question 1 ... Paper 2 - Module A - Practice Questions. 13 Sample questions for Module A. October 6, 2021. Popular Articles. 1. Paper 1 - Section I - 10 Full-Length Reading Tasks. 2. ... Paper 1 - Section II - 60 Practice Essay Questions. Citation style. Thank you! Your submission has been received!
Some Common Module Questions. 1. 'Representations of historical collective human experiences influences how individuals live their lives today.'. Discuss this statement with reference to the text you have studied. 2. 'Without love, there can be no hate. Without lies, there can be no truth. Without deceit, there can be no honour.'.
Here is a list of generic essay prompts on the Common Module (NSW English Syllabus 2019 - 2025) Generic essay prompts are good for strengthening students' understanding of the rubric, prompting you to read the prescribed texts through the lens of the topic; these questions can also guide a broad summary of your analysis of the prescribed text.
Use Text 6 to answer the question 4 marks How does the language of Text 6 reveal the paradox of human experiences. Texts begin from next page . Text 1 - Cartoon . Text 2 - Essay I was never particularly kind to my grandfather. He was my mother's father, and he lived with us when I was a teenager. I remember him coming into the lounge room one ...
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 ...
The Common Module is a unit of study for English shared by most of the levels of English. The Common Module forms the content of your first term in Year 12. All students in Year 12 will study the Common Module at the same time. The only students who will not encounter some form of Texts and Human Experiences are those studying English Life Skills.
Essay Questions: Common Module - Human Experiences. All of the following questions must be discussed with close reference to your prescribed text. The human experience is riddled with anomalies and inconsistencies that allow readers to deepen and challenge their assumptions about the wider world. The study of shared human experiences acts as a ...
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 ...
HSC Year 12 common module 50 practice essay questions. Course. English Method 1 (EDST6702) 151 Documents. Students shared 151 documents in this course. University University of New South Wales. Info More info. Academic year: 2021/2022. Listed books Merchant of Venice Othello Nineteen Eighty-Four (1984) Uploaded by: LN.
To practise your unseen responses, do the following: Get your hands on a practice paper. You can find past Area of Study: Discovery papers here on the NESA website. or, even better, try your skills on our Matrix English Advanced Common Module Practice Paper 1. Set yourself a timer for 65 minutes.
Question 2. a) Choose a character, persona or speaker from ONE prescribed text that you have studied in Module C. Express the thoughts and beliefs of this figure, through an alternative perspective to the one presented in your text. (b) Justify the creative decisions that you have made in your writing in part (a).
20 Common Module practice essay questions Question 1. Inevitable conflict invites individuals to see the world differently and bring anomalies to light. Evaluate this statement with close references to your prescribed text. Question 2. Evaluate how composers use evocative imagery to represent the power of human desires and their effect on ...
Module Description. In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is ...
Common Module: Texts and Human Experiences Essay Practice Questions. Hey, everyone! This thread here is a compilation of sample questions for the Common Module: Texts and Human Experiences. I will update the list with the rest of the prescribed texts as time goes. Feel free to comment any questions you come across that might be worth sharing!
Annabelle and Elsie. Short Answers is Section I of the HSC common module exam and is worth 20 marks (45 minutes). It is worth the same amount of marks as the Past the Shallows essay so it is just as important. Questions range from 1-10 marks and are in reference to a series of prescribed texts (around 3-4) that you have 10 minutes to read.
Question 1Explain how composers use character narratives to explore collective and individual experiences. Question 2Texts are dramatised representations of reality that invites new perspectives on old ideas. Question 3Composers closely examine human emotions and qualities to invite fresh perspectives on human experiences.Question 4Individual experiences can be varied but they never wander far ...
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.
COMMON MODULE. The vast exposure into unique individual and collective human experiences within texts and their multifaceted nature can broaden the responders' understanding of important concepts relating to inconsistent and paradoxical behaviour.
20 Practice Essay Questions for Year 11 English Common Module: Reading to Write Part 3: Module A: Contemporary Possibilities In a nutshell Module A: Contemporary Possibilities is all about how technology is able to create and shape new possibilities in the ways we communicate and represent ideas or experiences.
Common Module - Essay on 1984 (Multiple Examples) as they reveal the complexity of human qualities and emotions. George Orwell's dystopian. by eradicating all personal freedom and individuality. Furthermore, Orwell demonstrates.
Practice Common Module Band 6 Essay for Kenneth Slessor's Selected Poetry how effectively does your prescribed text tell stories to reveal both the personal and. Skip to document. ... However, through the rhetorical question, "Kissed here - Or killed here - but who remembers now?", a tone of uncertainty is evoked highlighting the ...
Tips for writing effective IELTS Writing Task 2 conclusions. Common Mistakes to Avoid in IELTS Writing Task 2 Conclusions. Introducing new information: The conclusion is not the place for new ideas or arguments. Being too repetitive: While you should restate your main points, avoid simply repeating sentences from earlier in your essay. Using informal language: Maintain a formal tone throughout ...
20 Practice Essay Questions for Module A: Language, Identity, and Culture. 5 min remaining. Let me guess — you're struggling to find additional practice questions for Year 12 English Standard Module A: Language, Identity, and Culture. We've got your back with 20 practice essay questions for the module Language, Identity, and Culture.