| NSW Department of Education

English Standard – Module C

HSC hub student support session – resource 4

Practising discursive writing

Resource booklet

education.nsw.gov.au
 Table of contents
Resource booklet............................................................................................................................................1
Table of contents.......................................................................................................................................... 2
Advice to the teacher supporting students................................................................................................... 3
Advice to the independent student............................................................................................................... 3
Part 1 – practising discursive writing............................................................................................................ 4
Resource 1 - Module statement – The Craft of Writing............................................................................4
Resource 2 – building your ideas toolkit.................................................................................................. 5
Resource 3 – I never know what to write about.......................................................................................6
Resource 4 – a discursive planning tool.................................................................................................. 8
Part 2 – reflecting on your discursive writing..............................................................................................13
Resource 5 – outline, explain, evaluate.................................................................................................13
Resource 6 – sample 1.......................................................................................................................... 14
Resource 7 – the W.H.Y model.............................................................................................................. 15
Resource 8 – the 3D model................................................................................................................... 16
Resource 9 – a summary of recommendations......................................................................................16
Resource 10 – NESA Glossary of Key Words.......................................................................................18
Resource 11 – suggestions for experimentation....................................................................................22
Resource 12 – reflection scaffold........................................................................................................... 22
Resource 13 – discursive writing activities.............................................................................................23

2 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
 Advice to the teacher supporting students
If using in a classroom context you may like to:
 use this resource in a workshop setting with a group, whole class or an individual
student to work through on their own
 pause the recording and ask students to read, reflect and write
 refer to school-based course work, texts pairing and assessments to do the
activities.

Advice to the independent student

If using this resource at home independently you will need:
 a black pen and lined paper
 access to your school based coursework for all modules
 access to all your school-based coursework, assessment and or examination
response for Module C and access to your prescribed texts
 a copy of the student booklet either hard copy or digital
 access to the 2019 HSC marker feedback, the 2019 HSC examination Paper 2 and
the sample examination materials for Paper 2, all available within the NESA English
Standard webpage.
You can use this resource to refine your understanding of discursive writing and expand
your repertoire of writing skills. This will help you in your preparation for Module C.

© NSW Department of Education, Apr-2120 3

 Part 1 – practising discursive writing
Resource 1 - Module statement – The Craft of
Writing
In this module, students strengthen and extend their knowledge, skills and confidence as
writers. They write for a range of authentic audiences and purposes to convey ideas with
power and increasing precision.
Students appreciate, examine and analyse at least two challenging short prescribed texts
as well as texts from their own wide reading, as models and stimulus for the development
of their own ideas and written expression. They examine how writers of complex texts use
language creatively and imaginatively for a range of purposes, to describe the world
around them, evoke emotion, shape a perspective or to share a vision.
Through the study of texts drawn from enduring, quality texts of the past, as well as from
recognised contemporary works, students appreciate, analyse and assess the importance
and power of language. Through a considered appraisal of, and imaginative engagement
with these texts, students reflect on the complex and recursive process of writing to further
develop their ability to apply their knowledge of textual forms and features in their own
sustained and cohesive compositions.
During the pre-writing stage, students generate and explore ideas through discussion and
speculations. Throughout the stages of drafting and revising, students experiment with a
range of language forms and features for example imagery, rhetoric, voice,
characterisation, point of view, dialogue and tone. Students consider purpose and
audience to carefully shape meaning. During the editing stages students apply the
conventions of syntax, spelling, punctuation and grammar appropriately and effectively for
publication.
Students have opportunities to work independently and collaboratively to reflect, refine and
strengthen their own skills in producing crafted, imaginative, discursive, persuasive and
informative texts.
Note: Students may revisit prescribed texts from other modules to enhance their
experiences of quality writing.
English Standard Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and
on behalf of the Crown in right of the State of New South Wales, 2017.

4 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
 Resource 2 – building your ideas toolkit
Do some preparation that will help you to be flexible and confident to respond, regardless
of the question. Utilise each of the suggestions below to help you create an interesting
range of topics, ideas or issues you can explore while using various language features.

Brainstorm – identify a range of topics, issues, ideas and concepts that you could
explore.

'I remember when' outlines – write about different experiences from your own life that
could work with different topics, issues, ideas or concepts. Build the picture but ensure it
is done in no more than 80 words. Think about happy, sad, frightening or challenging
times.

Writing cards – plan ideas for a topic on sticky notes (one idea per card). Experiment
with the order of content to maximise the shifts in focus and the exploration of different
perspectives.

Activity 1 – let’s experiment – round 1

1. Utilise the table below to explore different approaches to the suggestions above. It’s
a good idea to share ideas with a peer. Add a new row for each new approach you
come up with for brainstorming discursive writing ideas.

Table 1 – let’s experiment – round 1

Toolkit idea Topics and ideas

Brainstorm

I remember when…

Writing cards ideas

(your ideas)

(add a new row for each

new toolkit idea)

© NSW Department of Education, Apr-2120 5

 Utilise each of the suggestions below to help you create an interesting range of topics,
ideas or issues you can explore while using various language features.

Motif – identify a variety of motifs that could be used for a variety of different topics.

Key quotes – find some interesting, meaningful or thought provoking quotes and
experiences for topics, issues and ideas that you might be able to write about.

Modality – experiment with modality. What types of words suggest an offer rather than a
demand?

Activity 2 – let’s experiment – round 2

1. Utilise the table below to explore different approaches to the suggestions above. It’s
a good idea to share ideas with a peer. Add a new row for each new approach you
come up with for brainstorming discursive writing ideas.

Table 2 – let’s experiment – round 2

Toolkit idea Topics and ideas

Motif

Key quotes

Modality

(your ideas))

(add a new row for each

new toolkit idea)

Resource 3 – I never know what to write about

 Different human experiences – utilise the experiences of characters from texts you
studied in Texts and Human Experiences

6 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
  Concepts explored in Module A, B and C – great places to find inspiration for both
issues, ideas and topics as well as models and stimulus for experimenting with
language forms, features and structures
 Assume a role – choose a character from one of your texts and write a discursive
response from their perspective
 Re-shape – change one of the texts that you have studied as part of Module C Craft
of Writing from a persuasive or imaginative text to a discursive text.

Activity 3 – mining our modules and texts

2. Identify some topics, ideas, issues and experiences that you could choose for a
discursive piece as well as some of the characters and events you could draw on.
With the prescribed texts from Module C Craft of Writing, think about how you could
turn their ideas and details into a discursive text.

Table 3 – collecting topics, ideas, issues and experiences from my English modules and
texts

Module Topics, ideas, issues and experiences

Texts and Human

Experiences

My text:
Module A

My text/s
Module B

My text:
Module C

My texts:

Activity 4 – mining our modules and texts

Spend between 30-40 minutes to complete this activity, hopefully you are very familiar with
your texts or you have your class work for these texts handy. Refer to the work you have
completed on these texts and use this material as inspiration and assistance. With the
writing activity we don’t want you to necessarily write long pieces, the focus is on
experimentation and exploring new ideas and using various language features or devices.
 For each module and text, you can identify interesting aspects of the text you’d like
to use to experiment. Complete table 4 as part of this activity. Add extra rows if they
are needed.
 Write 4 short discursive pieces. Explore at least one thing you have identified for
each text.

© NSW Department of Education, Apr-2120 7

 Table 4 – identifying interesting aspects of the texts – using the texts as stimulus or models

Interesting aspects of the text you’d like to use and

Module
experiment
Texts and Human
Experiences

My text:
Module A

My text/s
Module B

My text:
Module C

My texts:

Write your response

Make sure you hand write your response with a black pen. Try to use the type of pen you
will in your examinations. In the HSC you are required to write with a black pen so it’s best
to practice in this way and find a black pen you like.
 Response 1 will explore:
 Response 2 will explore:
 Response 3 will explore:
 Response 4 will explore:

Resource 4 – a discursive planning tool

It is always important to take the time to plan your response, especially in exam situations.
As a minimum, you need to decide: what your topic is, what form you will write in, what is
the purpose for the text and who is the intended audience. You should also brainstorm the
possible perspectives or ideas you could explore as part of the response and what key
discursive features you intend to use. The planner below, is one option for helping you
plan and write some practice responses.

Activity 5 – explore the planner

1. Read through the planner below. Explain why these steps are important in the
planning process.
(within all of the answer boxes be sure to give yourself more space if you are printing
this resource)

3. Before you utilise the table to plan your own ideas read one of the texts below and
complete the table. Choose one discursive text to read and then complete the
following:

8 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
 a. Select one of the suggested texts
b. Read the first few paragraphs
c. Predict the topic and the purpose
d. Continue reading and confirm or adjust your prediction
e. Identify the form and audience
f. Identify the perspectives presented
g. Identify your favourite moments in the piece
h. Identify the features or devices utilised

Table 5 – a discursive planner

Possible Focus features or

Topic Form Purpose Audience
perspectives devices
Describe the
Where I HSC
Blog post world around
live students
me
Boredom Essay Evoke emotion Parents
Shape a
Wishes Podcast Yourself
perspective
Feature
Holidays Share a vision Teenagers
article
Growing Explore an
Speech Tourists
up experience
Share an
The craft observation of
Podcast ?
of writing the individual
writing process
(add ideas
from your
modules)
(share
with a
peer)
(use ideas
from texts
you love)
 Discursive – Smith, Zadie (January 10, 2013) ‘Joy’, The New York Review of Books
– this is a personal essay that explores Smith’s ideas and observations about the
subtle differences of the experience of joy and pleasure. This essay contains
references to drug use.
 Discursive – Tuck, Jake (June 25, 2018) ‘I’ve quit writing personal essays about
quitting – a personal essay’, by Jake Tuck, The New Yorker - this satirical personal
essay comments on the current trend of people writing openly and publicly about
their personal lives and behaviours. The essay is light hearted but explores some
quite serious issues facing people in a time where people can become obsessed
with social media and sharing their personal lives in very public forums.

© NSW Department of Education, Apr-2120 9

 Table 6 – exploring the discursive

Perspective Features or
Topic Form Purpose Audience
s devices
(add extra
rows if
you want
to explore
more than
one topic
presented)
(or use
this for
other
discursive
texts)

Activity 6 – let’s plan and write a response

Plan your response
Now we would like you to go back to the planning tool (Table 4 – a discursive planner) and
develop a plan for a discursive text.
For example: Boredom – speech – shape a perspective – teenagers. Ideas: What I do
when I am bored, things that bore me like watching cricket, the value of boredom, the
problem with boredom.

Write your response

Compose the introductory paragraph and at least one other paragraph. Use the ‘Plan’ and
‘Explanation of desired impact’ columns in ‘Table 6 – discursive writing checklist’ to help
you decide on what features you wish to incorporate into your text.
Make sure you hand write your response with a black pen. Try to use the type of pen you
will in your examinations. In the HSC you are required to write with a black pen so it’s best
to practice in this way and find a black pen you like.

Review your response

Once you have completed your response, check your use of the different discursive
features by selecting yes or no within the ‘Evident – yes or no’ column in Table 6.

Table 7 – discursive writing checklist

Explanation of Evident –
Discursive writing Plan
desired impact yes or no
Explores an issue or an idea
and may suggest a position or
perspective
Approaches a topic from
different angles (tangents) and
explores themes and issues in a
style that balances personal

10 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
 observations with different
perspectives

Uses personal anecdotes and

may have a conversational tone

Primarily uses first person

although third person can also
be used
Uses figurative language or may
be more factual
Draws upon real life
experiences and or draws from
wide reading
Uses engaging imagery and
language features
Begins with an event, an
anecdote or relevant quote that
is then used to explore an idea
Uses low modality language to
avoid persuasive punch
Resolution may be reflective or
open-ended

Activity 7 – let’s plan and write an explanation

Plan your response
Explain how your writing in Activity 6 was influenced by what you have learned about
language forms or features through your study of Module C.

Write your response

Use the ‘Plan’ and ‘Explanation of desired impact’ columns in ‘Table 8 – features of
reflective writing check list’ to help you plan your approach.
Make sure you hand write your response with a black pen. Try to use the type of pen you
will in your examinations. In the HSC you are required to write with a black pen so it’s best
to practice in this way and find a black pen you like.

Review your response

Once you have completed your response, check your use of the reflective writing features
by selecting yes or no within the ‘Evident – yes or no’ column in Table 8.

Features of reflective writing check list

Use the following table to help you plan your reflection, then evaluate how effectively you
have utilised these features. Remember, within an examination depending on the
question, you may not need to include all of these features.

© NSW Department of Education, Apr-2120 11

 Table 8 – features of reflective writing check list

Evident (Yes or No) and

Reflective features Planning
evidence

Use of first person to express

self-assessment

Use of evaluative language

Use of examples quoting from

own written piece

Use of anecdotal references,

imagery or metaphor

Explanation, description or
justification of the use of
specific language or stylistic
devices

Makes a connection between

what they learned about
writing and the writing that
they craft

Discusses self-awareness of
the learning process

May be objective and/or

subjective

Refers to prescribed texts

being an inspiration
Module C – The Craft of Writing, frequently asked questions support resource document.

Activity 8 – ‘what makes you say that?’

Now, it is a good idea to revisit your Module C assessment response and feedback. This is
an opportunity to acknowledge your own improvement and continue refining your writing.
 What’s the key difference between your assessment and your latest responses?
(within all of the answer boxes be sure to give yourself more space if you are printing
this resource)

 What do you see that makes you say that?

12 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
  What would you like to improve upon or experiment with next and why?

 One area of discursive writing I want to refine is… because…

 One area of reflective writing I want to refine is… because …

Part 2 – reflecting on your discursive writing

Resource 5 – outline, explain, evaluate
 Outline – you’re the aim/objective/context/purpose for writing your piece.
 Describe – what effect you wanted to create on the reader (potential audience/effect
on and response).
 Explain – your choice of text – its form, structure, features, register, purpose.
 Explain – the thinking behind your text (ideas/themes/conflict and their
development).
 Examine – how the text you created is informed by the writing of others or
events/experiences.
 Examine – how your writing was influenced by one of Mod C prescribed texts you
studied.
 Justify – what approach you took in composing your text (writing strategies).
 Justify – your use of language techniques, word choices. Use quotes from your own
writing piece to justify the effect you wanted to achieve.
 Evaluate – the overall effect you wanted to achieve in your finished piece of writing.

© NSW Department of Education, Apr-2120 13

 Resource 6 – sample 1
 (Outline) My discursive personal essay reflects on the role the arts play in our lives,
especially in expressing our ideas and feelings.
 (Describe and explain) I was inspired to write about this topic based on the graffiti
images in the stimulus and by Sylvia Plath’s 'A Comparison'. While I explore
different artistic forms, I do not want to say one is better than another and it is up to
the reader to choose which one they should "pick up" in order to express
themselves.
 (Explain) In my discursive text I discuss a range of creative options including
writing, painting and graffiti art. All of them have value but the choice depends on the
user and their purpose. To emphasise the choice, I start each paragraph with a
question like "Do I pick up a pen?" or "Or, do I pick up a can of spray paint?"
 (Examine) This repeated use of questions, like Sylvia Plath used in 'A Comparison',
shows that there are choices to be made and there is no one correct choice to be
made. It is up to us to choose. I also use a personal anecdote about a painting I
made when I was five.
 (Justify) The visual imagery of "bold slashes of colour" and "beautifully abstract
version of a sunflower" helps the reader visualise my painting. That painting
demonstrates the way art can make people happy both for the painter and the
audience.
 (Evaluate) My personal essay uses the discursive style to examine the place the
creative arts have in our society. It makes the reader think about what the value is of
each and, hopefully encourages them to think about what instrument they would pick
up and use to expression their ideas, hopes and fears.

Activity 9 – sample 2
 It’s time to experiment with our first suggestion: outline-explain-evaluate by applying
it to a new sample of student writing. Spend 5-7 minutes labelling the introduction
and paragraphs with the key terms from our ‘outline-explain-evaluate’ model found
in Resource 5.

Sylvia Plath's 'A Comparison' is a discursive piece in which Plath expresses her love for
poetry. This text as well as the stimulus inspired me to write a discursive piece to express
opposing ideas on the creative arts, particularly between painting and the written word.

In my piece, I have incorporated metaphors in a similar way to Plath to help my audience

visualise the differences between writing and the visual arts. I used metaphors connected
to water to emphasise the act of creating and appreciating the visual arts. In "Could I bring
memories from the vault floating to the surface?" I was showing how the writer draws on
their personal experiences when composing their writing, unlocking those precious ideas
and sharing them with others. Similarly, in "waves of colour, patterns that flicker over a

14 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
 canvas, a wall, even an alleyway these days" I use a metaphor to highlight how the
colours flow and mix together, like a wave with the sunlight flickering across the surface.

My discursive response expresses my appreciation of the arts, particularly the visual arts.
My final sentence is placed on its own to emphasise the need to express ourselves, to say
what we want to say creatively, whatever form that takes.

Activity 10 – let’s write – 10 minutes

 It is time to write an exam-style reflection in the ‘explain’ style by taking one of your
own pieces from earlier in the course. Use any of the part (b) questions from the
2019 HSC exam or the sample questions paper and practise structuring your
response to make sure you explain clearly and fully using examples from your own
writing and writing that has influenced your decisions as a composer.

There is no answer space for this activity as we suggest you do it under exam conditions
using paper and pen.

Remember – to work out how long you should write for, simply double the marks for that
part of the question. A 10-mark part (b) should take you 20 minutes to complete.

Resource 7 – the W.H.Y model

 What – what form and style have you chosen? What is your topic, audience and
purpose?
 How – how have you used language forms and features to convey your ideas and
achieve your purpose? How have you been inspired by your study of Module C?
 Why – why have you written this text and why has it achieved your purpose?

Activity 11 – let’s write – 10 minutes

It is time to write an exam-style reflection in the ‘explain’ style by taking one of your own
pieces from earlier in the course. Use the W.H.Y model and practise structuring your
response to make sure you explore your writing in detail using examples from your own
writing and writing that has influenced your decisions as a composer.

There is no answer space for this activity as we suggest you do it under exam conditions
using paper and pen.

Remember – to work out how long you should write for, simply double the marks for that
part of the question. A 10-mark part (b) should take you 20 minutes to complete.

Resource 8 – the 3D model

1st ‘D’: Describe paragraph

© NSW Department of Education, Apr-2120 15

  introduce the specific style, form, purpose
 key words and ideas: outline, provide information, describe
2nd ‘D’: Disclose paragraph (there may be two or three paragraphs here)
 longest paragraph of details; use stems such as “I wanted to evoke…’ or ‘Plath’s
powerful use of imagery inspired me to…’
 key words and ideas: carefully chosen details, 1st person, explain language and
stylistic choices, impacts, inspiration
3rd ‘D’: Decide paragraph
 evaluative, for example ‘I felt I successfully used the structure of…’ or ‘I had wanted
to persuade the reader that…but …’
 key words and ideas: how writing or intentions have been impacted.

Activity 12 – applying the 3D model

Sample A
Through my study of the Craft of Writing I was able to effectively sculpt a discursive piece
of writing in which allowed me to express the dangers of social media and the concerns for
the future. Through studying Paul Keating’s ‘The Unknown Soldier’ I was able to draw
upon idea that he used within his speech. He utilised inclusive language to allow the
audience to relate to his ideas. Therefore I utilised words such as “we” and “our” to
connect with the readers, and get my message across.
1. Which paragraph in the 3D model do you think it corresponds to?
2. Identify the language features that help you decide?
3. How would you improve this piece of writing? Focus on the words “idea” and
“message” used in this response.
4. Thinking about the about the phrase “inclusive language”, what’s missing that would
strengthen this idea?

Resource 9 – a summary of recommendations

Make sure you have –
 discussion of deliberate conceptual choices
 discussion of purposeful stylistic choices, clear sense of purpose
 detailed knowledge of the prescribed texts
 judicious choice of language features, specific and detailed but always in service of
the purpose for which they are being used
 highly developed skills in explaining the discursive form and its purposes and
features

16 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
 Activity 13 – sample B
Paragraph 1
I have drawn great inspiration from a speech written by J.K Rowling's “ The Fringe
Benefits of Failure and the Importance of Imagination,”  Whereby she explores the benefit
of failure in one's life in order to acknowledge and appreciate success, along with the
significance of imagination in order to recognise and empathize with others and their
differences.

Paragraph 2
Alike Rowling, I have used personal anecdote throughout my writing. Rowling speaks of
her time working at Amnesty International, answering phone calls in order to reconnect lost
loved ones from war torn countries. I too have used anecdote when interpreting my world.
As a child, I played on the “merry-go-round.” I dove into “colourful ball pits” and sucked on
Cola flavoured Chupa Chup lollipops. In incorporating this anecdote I aim to connect my
reader to the world I vividly display to them, encouraging the relation to and engagement
with my story.
1. Label the paragraphs using the W.H.Y structure in one colour and the 3D structure
in another colour.
2. Use table 9 below to check that the writer has followed our recommendations

Table 9 – recommendations checklist activity

Recommendations Evident – yes or no

discussion of deliberate conceptual
choices

discussion of purposeful stylistic choices,

clear sense of purpose

detailed knowledge of the prescribed texts

judicious choice of language features,

specific and detailed but always in service
of the purpose for which they are being
used
highly developed skills in explaining the
discursive form and its purposes and
features

4. What could you do to improve the highlighted sentence?

5. Explain how anecdotes can connect the reader to the world being written about.

© NSW Department of Education, Apr-2120 17

 Resource 10 – NESA Glossary of Key Words
This glossary contains key words that appear frequently in NSW Education Standards
Authority syllabuses, performance descriptions and examinations.

The purpose behind the glossary is to help students prepare better for the HSC by
showing them that certain key words are used similarly in examination questions across
the different subjects they are studying.

In classrooms, teachers of different subjects could use the glossary to help students to
better understand what the examination questions in their subject require. Students should
recognise the consistent approach of teachers of different subjects and get cues about
how to approach examination questions.

For example, students would be better placed to respond to 'explain' questions if, in the
context of different subjects, they developed an understanding that 'explain' could require
them to relate cause and effect; make the relationships between things evident; provide
why and/or how.

It is also important that the key words should not be interpreted in an overly prescriptive
way. Teachers must ensure that they do not use them in ways that conflict with their
particular meaning within subjects. To do this would be counterproductive. A term like
'evaluate', for example, requires a different kind of response in Mathematics from that
required in History and this needs to be respected.

When using key words to construct questions, tasks and marking schemes, it is helpful to
ask what the use of the term in a particular question requires students to do.

Key words are best discussed with students in the context of questions and tasks they are
working on, rather than in isolation.

It is important to note that examination questions for the HSC will continue to use self-
explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a
purpose, they will not set limits on legitimate subject-based questions in examination
papers.
 Account – Account for: state reasons for, report on. Give an account of: narrate a
series of events or transactions
 Analyse – Identify components and the relationship between them; draw out and
relate implications
 Apply – Use utilise, employ in a particular situation
 Appreciate – Make a judgement about the value of
 Assess – Make a judgement of value, quality, outcomes, results or size
 Calculate – Ascertain determine from given facts, figures or information
 Clarify – Make clear or plain

18 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
  Classify – Arrange or include in classes/categories
 Compare – Show how things are similar or different
 Construct – Make; build; put together items or arguments
 Contrast – Show how things are different or opposite
 Critically (analyse/evaluate) – Add a degree or level of accuracy depth, knowledge
and understanding, logic, questioning, reflection and quality to (analyse/evaluate)
 Deduce – Draw conclusions
 Define – State meaning and identify essential qualities
 Demonstrate – Show by example
 Describe – Provide characteristics and features
 Discuss – Identify issues and provide points for and/or against
 Distinguish – Recognise or note/indicate as being distinct or different from; to note
differences between
 Evaluate – Make a judgement based on criteria; determine the value of
 Examine – Inquire into
 Explain – Relate cause and effect; make the relationships between things evident;
provide why and/or how
 Extract – Choose relevant and/or appropriate details
 Extrapolate – Infer from what is known
 Identify – Recognise and name
 Interpret – Draw meaning from
 Investigate – Plan, inquire into and draw conclusions about
 Justify – Support an argument or conclusion
 Outline – Sketch in general terms; indicate the main features of
 Predict – Suggest what may happen based on available information
 Propose – Put forward (for example a point of view, idea, argument, suggestion) for
consideration or action
 Recall – Present remembered ideas, facts or experiences
 Recommend – Provide reasons in favour
 Recount – Retell a series of events
 Summarise –Express, concisely, the relevant details
 Synthesise –Putting together various elements to make a whole
A Glossary of Key Words © 2020 NSW Education Standards Authority (NESA) for and on
behalf of the Crown in right of the State of New South Wales. See the NESA website for
additional copyright information.

© NSW Department of Education, Apr-2120 19

 Resources
 Sample Questions HSC English Standard Paper 2 – Modules
 2019 HSC English Standard Paper 2 – Modules
 Sample Questions HSC - English Advanced Paper 2 – Modules
 2019 HSC English Advanced Paper 2 – Modules

Activity 14 – glossary word hunt

1. Read through the NESA Glossary of Key Words below.
2. Read through the Module C section of each of the papers, for both Advanced and
Standard, make sure you pay careful attention to the information in the blue boxes
within the sample questions papers. The links to these papers are provided below
the glossary
3. Identify the reflection component of each question. Note, not all questions contain a
reflection component
4. Identify the instructional verbs for each question for and explain what knowledge and
skills you are required to demonstrate or utilise. Insert this information into ‘Table 8 –
instructional verbs and the reflection on the creative process’ and an example has
been provided.

Table 10 – instructional verbs and the reflection on the creative process

Instructional verb – explanation of knowledge and skills

Question
required

Explain – state the purpose of the writing in part a, what was

achieved and the effect being created because of Mod C study.
2018 Sample question Then link this to the choices made in terms of language form,
Example B – ‘Explain features or devices. Be self-referential and identify an example from
how your writing in part part a of a particular figurative language device used. Identify the
(a) was influenced by aspect of Module C study that influenced the use of this figurative
what you have learned language. Explain the effect (desired impact) on the responder
about figurative because of this device.
language through the
study of your prescribed You need to show why you made certain decisions, connecting to
texts for Module C.’ Module C study (prescribed texts for example) and how you created
meaning through part a. Repeat this for each prescribed text and
refer to various figurative devices.

(identify which question (explain what the instructional verb requires of you, explain what
you are exploring) knowledge or skills this verb requires)

(add a new row)

(for each question)

20 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
 Activity 15 – writing practice 1
“There is a crack in everything. That’s how the light gets in.” Leonard Cohen, 'Anthem'

or

“You can’t say it, but you know it’s true.” Barack Obama
 Use one of the lines above as a stimulus for the opening of an imaginative,
discursive or persuasive piece of writing. In your piece of writing incorporate at least
one example of figurative language that you have learnt about through your study of
the prescribed texts for Module C. 12 marks
 Explain how your writing in part (a) was influenced by what you have learnt about
figurative language through the study of your prescribed texts for Module C. 8 marks

Activity 16 – writing practice 2

Figure 1 House, floor, room by Peter H from Pixabay.

1. Use the image to write creatively about a character’s response to entering this
familiar setting for the last time. 10 marks
2. Assess how effectively you evoked your character’s response to this experience,
making detailed reference to your use of a range of language devices and stylistic
features. 10 marks

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 Resource 11 – suggestions for experimentation
It is a good idea to use some of the verbs from the module rationale statement to help
guide your reflective explanation on your composition. Some suggestions for you to
experiment with:
 Introduction (What I did): Examine, analyse, describe, share

For example: In my persuasive speech, I chose to examine the role truth plays in society
by analysing a range of perspectives.
 Explaining your choices (How I did it): Use, evoke, shape, describe

For example: I used a motif of a magnifying glass throughout my response, such as in “if
we look at many Instagram posts through a magnifying glass...” to emphasise the need for
the audience to look deeper into what they are seeing and hearing.
 Conclusion (Why I did it): Appreciate, shape, share

For example: Through my persuasive speech, my use of language forms and features,
particularly the ones I have highlighted in my reflection, I hope the audience begin to
appreciate the complex nature of truth....

Resource 12 – reflection scaffold

The reflection is to only focus on what you have composed during the examination and
what influenced this creation. You can use a quote from a studied text to shape ideas. It
can be a combination of third and first person, though must remain formal.

Introduction
 Name your piece
 Identify the text type
 Explain the topic, purpose and audience.
 Sentence Starters:
o My informative/persuasive/discursive piece, “Name of piece” is an exploration...
o My aim in this piece of writing was to...
o My intention in writing...

Paragraph 1 (purpose of own piece)

 Outline the purpose of you own piece.
 Link purpose to audience and the form you have chosen.
 Explain why this piece is for that particular audience.

22 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
  Link back to purpose with examples. Self-reference your work in the form of
evidence, this can be a quote but avoid a large chunk of text. The focus is on the
explanation and evaluation of impact.
 Sentence Starters:
o This piece can... for my intended audience...
o I believe the form/structure of my writing piece allows/shows...
o My writing piece is designed to help the audience reflect/challenge/think ...
o I wrote this piece for...
o To appeal to my intended audience...
o My writing piece is likely to connect to...audience

Paragraph 2 (process of crafting own piece)

 Explain how you came and crafted your response based on ideas, content and
language.
 Explain the process of coming up with the main idea of your piece and the effect this
had on the overall piece.
 Explain the overall content, how this may have changed and the effect.
 Explain how you have used language (tone, techniques etc.) and the effect of this.
 Sentence Starters:
o I was inspired by...
o Through feedback I was able to see...
o My language was....
o I chose instead to focus on...
o My first draft was... there were problem with... it lacked...
o I introduced...
o The ideas of... was further developed through...
o A difficulty I found was my tone/structure/language...

Resource 13 – discursive writing activities

Option 1 – childhood
 Topic: Childhood
 Purpose: to explore childhood from a range of perspectives
 Form: letter, feature article or personal essay
 Ideas: playing in the street, friendships, school, dinner time, holidays...
 Planning: anecdotes, analogies, extended metaphors or symbols
 Research: explore the ideas and structures of other people or publications

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  Order of paragraphs: where are the swings and roundabouts? Where will you start
and where will you end up?

Option 2 – my place
Utilise these as stimulus to create your own piece, try to experiment with what is
suggested.
 My place – lovely, ugly, interesting but sometimes boring town
 Observational piece use an extended metaphor through the story
 Discuss the area, past and present, and connect to the experiences to be had there
– or explore the possibilities, don’t persuade just explore
 Play with the idea of the traveler writing the story
 Use of specific locations to add depth and credibility
 Use well-known idiomatic phrases or quotes to create sense of people, place and
context
 Play with the narrator's commentary, make emotive reactions triggered by
immersion in landscape, experiences and or culture
 Characterise place through sophisticated use of language devices
 Create a highly evocative piece through a strong sense of place and personal
connection to this place and an interesting narrator’s personality

Option 3 – the pathway to success

Utilise these as stimulus to create your own piece, try to experiment with what is
suggested.
 The pathway to success
 Discuss and explore personal ideas in relation to success and failure and the role of
success in failure
 Create a strong sense of voice through anecdotes, analogies or humour, or a self-
deprecating tone, this could even at times becomes mocking
 Use a conversational and informal tone
 Use inclusive language to establish relevance of topic to reader
 Utilise intertextuality and provides references to famous stories, moments in time or
stories about particular people

Activity 17 – what makes you say that?

Now that you have engaged in self, peer and or teacher feedback and reflection, it is a
good idea to revisit your Module C assessment response and feedback. This is an
opportunity to acknowledge your own improvement and continue refining your writing.

24 English Standard – Module C – Practise writing and reflecting on the discursive – Resource 4
  What’s the key difference between your assessment and your latest response?
 What do you see that makes you say that?
 What would you like to improve upon or experiment with next and why?

Thinking routine
 Complete this table to reflect on your learning from this section of the resource.

Table 11 – I used to think…Now I think…

I used to think… Now I think…

I used to think Now, I think

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