HSC English Essay Writing Guide!
Thesis (Introduction):
Exemplar Template of a Thesis Paragraph:
- Your thesis is a statement that must address and convey your understanding of the module/rubric in relation to the texts you intend to explore and analyse in your essay. In your thesis paragraph, it is critical that you establish your own argument however more importantly, your argument must address the given question. Again, ensure that you integrate into your thesis the overarching concept of each module. For example, for Module B of the Adv English Course, textual integrity must be heavily focused on, whilst the underlying concept of Module A is the context of the constructed texts etc.
Exemplar Template of a Thesis Paragraph:
- 1st Sentence: You should initiate with either a powerful opening claim, a broad statement that answers the question, or a statement that relates to the topic or concept that is being heavily examined in your essay. For the Advanced English Area of Study (Belonging), to effectively demonstrate your understanding of belonging, you must define it (your own developed definition) - your first sentence is a great time to do it. For example, belonging describes the state when one reaches a physical or emotional affinity with an entity that may be a place, community or ideal.
- 2nd Sentence: Here, you should expand upon the first sentence, providing greater detail about either the topic or your overarching response to the given essay question. A quote can be used to do so. For example, for Module C (Conflicting Perspectives) of the Advanced English Course: "Men may construe things after their own fashion, clean from the purpose of things themselves - William Shakespeare."
- 3rd Sentence: Now, it is essential to introduce the titles of your studied texts, the authors, date of publication as well as their form of medium. It is strongly advised that whilst introducing your texts, you should also introduce the themes and notions that you will explore in your essay. For example, for Module A (Texts in Time) of the Advanced English Course: Despite their divergent media and compositional milieus, Mary Shelley's 1818 Gothic novel Frankenstein and Ridley Scott's 1982 neo-noir film Blade Runner share ongoing anxieties regarding the effects on humanity of unbridled ambition, unrestricted technological and scientific development as well as the usurping of God's role as creator.
- 4th Sentence (Not Mandatory): Here, you may provide one last strong statement that links back to the question, or a statement that demonstrates your interpretation of the purpose of the studied texts, in relation to the course rubric. For example, for Belonging: A genuine sense of belonging is thus a product of both nature and nurture that bridges the physical and metaphysical chasms between human beings.
Topic Sentences/Statements:
- Each body paragraph in your essay must focus on a particular concept for every essay. This concept is outlined in a topic sentence, which establishes your argument as well as your personal approach to the given question. You can explore the concept through one text per paragraph, or you can apply the concept to all of your studied texts. The latter is certainly more challenging, and requires much practice in order to effectively master.
- For example, for Module A (Texts in Time) of the Adv English Course: Paralleling to Frankenstein, Blade Runner expounds how one's unbridled ambition for commerce and technological development results in destructive and dehumanising changes in society.
- For example, for Belonging: Romulus, My Father and Of Mice & Men both explore how experiencing connection to an entity, which strengthens one's belonging, is inherently difficult due to prejudice attitudes and bigotry against minority groups.
Body Paragraphs & Analysis - The STEEL Method:
- S = Statement: This is your topic sentence/statement, which begins your personal argument and response to the question.
- T = Technique: Even though you do not necessarily have to begin a paragraph with a technique, you must start to provide analysis that supports your argument as demonstrated through your topic sentence. Therefore, the aim of techniques and quotes is to support your argument and views. You must understand that techniques do not necessarily have to come before quotes however, where a technique is used, a quote must be supplied to support it.
- E = Example: Quotes (textual evidence) is pivotal to a high range response. Quotes must be meticulously chosen in order to provide maximum strength and power to your argument. Many students provide strong points supported by weak points, leading to a B-C range response at best.
- E = Effect: The effect of your chosen technique and textual reference(s) is arguably the most important constituent of your body paragraphs. Markers will determine that you do not demonstrate a sophisticated understanding of the text without an explanation, which concurrently weakens your analysis, argument and your entire essay becomes incomplete. As such, you are limiting yourself to a C range mark at best.
- L = Link: This final step involves making the connection between the explored concept and the module, holistically. This statement does not need to be long or detailed, and usually a few words that connect to your argument will suffice.
- For example, for Module A (Texts in Time) of the Adv English Course: The destruction of the natural world due to scientific advances in Frankenstein is a matter inextricably linked to the Romantic view of the early 19th century, which is explored again in Blade Runner in a manner more applicable to contemporary audiences. Shelley describes "the mighty Alps, whose white and shining pyramids and domes towered above all," to showcase the importance of nature to the Romantics by means of the beautiful natural imagery that is used to describe Mont Blanc. However, Shelley contrasts this sublimity of nature with the scientists who "penetrate the recesses of nature, and show how she works in her hiding places." The negative connotations of "penetrate" denote that the corruption of nature's purity has devastating calamities, which mirrors Scott's warning of an overindustrialised society through the mise en scene of his "Asianised" slums. Shelley particularly alludes to Galvani's attempts to "infuse a spark of being" into animals in the wake of an era where aggressive experimentation in science was increasing, justifying Romantics' concerns about a society prepared to shun the natural world in favour of scientific advancement. Furthermore, Shelley's appropriation of aspects of the Promethean myth allows her to characterise Victor as a "Modern Prometheus," who rebels against the laws of nature by gifting life. Shelley is thus able to explicate through Victor's death the consequences of abandoning nature for technology, allowing us to appreciate how texts are shaped by their contexts as they attempt to warn us of contextually pertinent issues.
Conclusion:
- Your conclusion should consist of what is essentially a summary of your discussed points, and effective paraphrasing of your thesis in a more elaborate manner. However, do not underestimate the importance of a conclusion. You must include the main points of your body paragraphs and combine them to provide a single ultimate and unified answer to the question. There must be a direct, clear and succinct link between your argument and the rubric/syllabus. It is the last section of writing the marker will read before determining a mark and thus, your conclusion needs to be strong enough for the marker to be impressed with your overall effort. The conclusion recurrently distinguishes between a 19 and a 20, as well as between bands (i.e. between an A and B range response).
- For example, for Module A (Texts in Time) of the Adv English Course: Both Frankenstein and Blade Runner are texts which challenge the prevalent views of their respective zeitgeists. Nevertheless, each of these texts present resonating issues, such as the ramifications of the aggressive pursuit of scientific advancements, and the responsibility of the creator to the created. It is merely the context specific values of each which are altered appropriately, broadening our understanding of the effects of context and questions of value.