Year 11 English Advanced

MODULE B: CRITICAL STUDY OF LITERATURE

THE INFORMED, PERSONAL
RESPONSE (CRITICAL
ESSAY)

Adapted from the HSC Module B: Critical Essay Writing Guide

 WHAT’S DIFFERENT ABOUT A MODULE B ESSAY?

Let’s cut to the chase.

 We know what constitutes an essay: introduction, body, conclusion.
 We know that in a Module B essay you are expected to critically analyse.
 We know that you are required to compose an informed personal response.

What’s new to you is this last dot point - the notion of “informed personal response”. In such an essay,
you will showcase your opinion, through evaluation of the text, aided by deconstruction and supported
by research and/or links to your world. Expect to include these in your essay, either implicitly or
explicitly.

Looking at past Module B questions, students have been instructed to write with the following
command terms:
- To what extent
- Challenge or affirm
- Evaluate
- How does …
- Write an extended response making detailed reference

These command phrases have one thing in common – they will shape the language you use
(evaluative), the nature of the thesis you present and essentially your purpose in the essay. In
essence, you must ensure that you establish a thesis saturated with an opinion. This is the crux
of a good Module B response – one that establishes and substantiates an informed personal
response.

In past module B questions the second and/or third sentence is written in the second person asking:
have been these types of question starters:
- Is this your view…
- Does this align with your perspective …
- In your response…
FAQ: Does the use of ‘you’ in the question allow you to use first person in the response?

The answer is …Well, the jury is still out on this. First person is not the only way to develop a personal
response. Good verbs and nouns with the occasional ‘we’ and ‘us’ and ‘our’ (inclusive
language) operates in the same way as a ‘I’ and ‘me’ and ‘my’. So, advice at this stage is to limit the
use of first person to inclusive pronouns and lace your writing with rich diction that clearly
reflects your point of view.

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 HOW TO ENGAGE WITH AND RESPOND TO A MODULE B QUESTION

- Begin by thinking about the statement and developing a genuine response. To do this, you’d
need to define the concept which is the focus of your argument and think about the
uncomfortable truths your prescribed text positions you to acknowledge.
- Now, make decisions. Do you agree with the statement? (if one is provided). Remember to
consider the statement through the lens of the text you have studied.
- Then elaborate by thinking about the extent to which this statement is true of your text.
- Note, you can argue for or against the statement. Ideally, don’t sit on the fence.
- Once you’ve established these points – the planning phase – you are ready to write your
response to the question.

The Question:

To guide you through the model of a Module B essay, we need a question. Let’s consider the 2018
HSC question for Module B. This is the model that we use of questions in Year 11 as the Module
is VERY SIMILAR and the EXPECATIONS are the same for you responses. It was a ‘generic’
question, meaning there was one question applicable to all texts, much like the third example in the
Samples Package (prior to the 2019 HSC exam).

Literature cannot be appreciated without empathy and without acknowledging uncomfortable

truths.
To what extent does this statement apply to your prescribed text?

The Approach:

Always think through the lens of the text when you are unpacking and planning to answer a question.
Some questions that arise as I think about this question are:

- What is empathy?
- Why can’t literature be appreciated without empathy?
- How am I defining appreciated?
- Does this appreciation tie into the ‘notions of textual integrity’ in the module statement?
- Is acknowledgement all that the composer needs to do to be led to appreciation?
- What are the uncomfortable truths in my text?

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 THE STRUCTURE OF A MODULE B RESPONSE

THE INTRODUCTION

You need to include:

- The lens of the module
- The question
- The thesis
- An outline of the essay with connections to specific context

In the introduction, aside from the obvious (sourcing the text and restating the question), you need to
establish the lens of the module (a short and sharp phrase that talks the talk and walks the walk of
Module B) and present the thesis. The thesis is the core, backbone, heart, etc. (insert your own
metaphor here) wherein you clearly state what you will be arguing.

Consider this example from the 2019 cohort:

Lens of the module Texts which transcend the context of their composition are compelling and
evocative because they represent values that are reinforced and thus
sustained.

The question Even when a text exposes uncomfortable truths, such as the impact of
hubris on both an individual’s personal and public facades, the empathy of
responders is educed in a strategic way to position them to acknowledge the
message of the composer.

The thesis In Julius Caesar Shakespeare explores the challenges and complexities of a
being a good and honourable leader to serve the greater populace in the
face of perceived tyrannical leadership. This appeals to the twenty-first
century audience’s preconceptions about the manipulation of the wider
populace through tactical rhetoric. Further, this theme allows Shakespeare to
acknowledge the nuances and complexities of the norms and traditions
which continue to underscore modern politics, compelling responders to
be critical of skilled orators who hold the moral obligations above public
opinion.

Outline of ideas
***

Here is another sample introduction, not as formulaic as the one in the table above but still includes all
the components required in an introduction:

A great composer is powerful because of the debate their text evokes. Experimentation with
characterisation to construct empathic character, typical of Shakespeare’s tragic plays, are

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 distinguishing features Julius Caesar, a provocative play that aims to conjure empathy for a fickle
Roman Republic and their leaders, whilst positioning audiences to acknowledge the uncomfortable
truths about the detriments of placing one’s public obligations above their moral conscience, as the
end justify the means. This age old conflict is indeed at the heart of Shakespeare’s play, where the
fickle Brutus and plebeians demand our empathy, born of the need to act in the best interest of others
while adhering to his own perceptions of maintaining honour. Through Brutus’s tragic downfall,
modern audiences who are astutely aware of the effect of exerting excessive pressure to force
someone to do as they are told. As such, this play resonates today, as it did when Shakespeare
wrote, to caution his audience about the social and political implications of regicide.
- Disapproved by Mr Vasiliou, the goat of English
- DO NOT USE

Evidently, this second paragraph has more flair than the first, though they both do the job.
Use the model that suits you.

Activity
Deconstruct the second introduction
1. Highlight in yellow the words that create the voice/personal response. Hint, these are
usually colourful words… may not be how you’d normally refer to something… may
include metaphors. These are the words that are building the personal response in the
essay.
2. Which phrases implicitly establish the textual integrity of Auden’s poetry? Underline
these.

Establish a bank of phrases you can use to develop your voice and thus personal
response in an essay. I’ll start for you:

- Shakespeare peppers his play with…

-

Additional tips:

 Answer the question immediately and directly.

 The best way to do this was to reword the question, elaborating on each part.
 You must not alternate/substitute words in the question. For example continue to speak to 21st
Century readers and enduring relevance are not synonymous, you need to unpack this further.
 When you chop and change the phrasing of the question you are, in effect, writing a new
question. This is poor essay form. You cannot achieve a good mark if you do this.
 To establish a thesis that is clear and purposeful you need to elaborate on all parts of the
question.

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THE BODY

- Expect to write between 800-1000 words in the body of your essay.

- A good paragraph builds one part of the argument. All paragraphs eventually combine to
prove the thesis as a whole. A distinguishing feature of good analysis is the judicious
selection of examples and techniques – choosing the quotes that best support your idea
and using these to develop your argument.
- Decide how many body paragraphs you will use by taking into consideration the scope of
the question and how many steps you need to develop a clear and strategic question.

(NOTE: EXAMPLES PROVIDED ARE NOT FROM ONE ESSAY).

Scaffolds

Scaffold 1

Paragraph 1 Introduction

Paragraph 2 Idea 1 – then and now Then and now refers to textual
integrity. Why was the text relevant
at the time it was written and what
can we learn from it (concepts)

 For each text ensure to

include context to support our
answer.
 Remember to use tragic and
dramatic features within your
analysis.

Paragraph 3 Idea 2- then and now

Paragraph 4 (optional) Idea 3 – then and now

Paragraph 5 Conclusion

Structure of each paragraph

Using STAR for Scaffold 1:
 The statement will present the idea to be explored in the paragraph and could include a
reference to the type of text and the context of the composition.
 The text grounding sentence(s) will refer to your text and establish what makes this a
distinguished text, perhaps with a reference to purpose and context.

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  The analysis will include quotes and techniques that are evaluated in relation to how they
construct the composer’s purpose, At some point you could include reference to another
perspective, as evidence of your informed personal response.
 The relate sentence(s) will link the text to your context, showing how the play continues to be
relevant.
You will need to consider how to adapt this if you choose to use scaffold 2.

The Statement (topic sentence)

 Start with the context of the composer and his purpose. Later, when you know the question (and
thus your thesis) you will extend your topic sentence with an idea that substantiates your
argument.
 If you are preparing a generic essay, and hence you don’t the exact focus, frame the topic
sentence around key ideas in the text.
 Keep this sentence short so that you can build it once the question (and thesis) are known.
 Even though you don’t know the question, brainstorm possible ideas that might be the focus. Base
these on your prescribed text. That is, what is the play about? What was Shakespeare trying to
say? What is the take away message?

Sample topic sentence:

 Literature composed during or immediately after civil unrest crystallises the tension between
personal and political ideologies.
Possible extension, with clearer focus:
 Shakespearean tragedy, composed during or immediately after civil unrest crystallises the
tension between personal and political ideologies, wherein the detriments of hubris and the
promise of power are exposed and readers are positioned to question the false rhetoric of
leaders
Type your topic sentence for Julius Caesar
- Literature, when composed during times of extreme distress within civil unrest,
significantly amplifies the disjoint connection between political and personal ideologies,
where power reveals tyrannical impulses and a world where orators reign supreme.

Text grounding
 Provide a concise summary of the text, applied to the statement.
 Such unrest is at the heart of Shakespeare’s poignant representation of Brutus, a notably
flawed yet tremendously honourable character whose quest to rid Rome of tyranny see him
sacrifice his moral conscience for the benefit of the wider populace.
Type your text grounding sentence for Julius Caesar
- The core of controversy is found within Julius Caesar, a man who represents change through
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 his gain in power and influence and an ambiguous man whose intentions are near-impossible
to understand, leading to the misunderstanding of his ‘tyrannical’ rule and his death.

Analysis
 Provide the examples (quotes and techniques) and evaluate how they support your thesis.
 Ensure examples are used in such a way as to demonstrate the way the composers purpose is
constructed. Cohesion is essential; the examples need to build towards the point you are making
(remember the module requires you to focus on the construction of the text). In other words, you
don’t need to find three examples that prove the point but instead use three examples that build
towards the idea.
 Try to integrate quotes
 Avoid phrases like “this is shown in the quote “…”. Instead, use the quote within the sentence…
(see below example).
 Avoid unnecessary words such as “the *** technique is used to….” Instead, Shakespeare’s
simile for “…”, is clear and doesn’t sound clunky.

Example of Analysis

 …where Shakespeare crystalises the fault in unchanging principles through the construction of
Brutus, showcasing his hamartia as the gullibility to be manipulated by others. Cassius’s
monologue, “I was born free like Caesar and so were you’, the use of second person in ‘you’
and diction of ‘free’ breeds a hatred against Caesar in Brutus. This is hamartia is clearly
articulated by Shakespeare marks Brutus in reference to Caesar setting them as the same
man, free to make their own choices. The possibility of Caesar betrayal and the need to slew
his is then justified by through Brutus’ struggle with the conscience of being moral and having
honour to Rome, Shakespeare revels Brutus to be easily swayed by the word of Cassius to
condemn Caesar for actions yet taken, “a serpent’s egg, which hated, would grow, as kind,
mischievous.” The biblical allusion to the treacherous serpent that swayed human to sin
characterising Caesar and treacherous. Shakespeare hence reveals to audience the
manipulation Brutus falls victim to is akin to the mailability of those who seek to serve their own
moral conscience before others, leading them to commit immoral acts.

Highlight the phrases show an informed personal response supported by evidence

How else can this be integrated?

Type your answer here

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Relate
 You could link to the question and your personal stance with a link to your context or readers
beyond the original reception of the text…
 Armed with expectations that leaders will be altruistic, and positioned to make parallel
observations between Shakespeare’s Brutus and our own selfish leaders, audiences grow tired
of Brutus’s naïve morality and quickly align with Antony, favouring his political dexterity to incite
the public to stand up to leaders who act in bad faith.

What links can you draw between your prescribed text and your world?

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THE CONCLUSION

Your conclusion should reinstate the question, surmise the main ideas you used throughout the
essay and reiterate your thesis.

Teacher’s Comment Guidelines Sample

 Do not include new In conclusion, whilst 21st

Remember, do not sacrifice
examples or content. century readers may no
analysis for a conclusion,
 Limit this to two sentences longer find the language of
especially if you are working
maximum. Shakespeare disconcerting,
in first draft conditions.
 If you run out of time, his message is still as
forfeit the conclusion, not provocative today as it was
analysis. when composed in the
tumultuous context of the 20th
century.

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 THE HSC WRITTEN EXAMINATION

Assessment/ Examination Rubric

The sample examination on the NESA website offers this (which has been used for your Examination
for Module B).

Your answer will be assessed on how well you:

 demonstrate an informed understanding of the ideas expressed in the text

 evaluate the text’s distinctive language and stylistic qualities
 organise, develop and express ideas using language appropriate to audience, purpose and
form

This rubric includes key terms from the Module Statement, which should reinforce your understanding
of the nature of a Module B response. These words have been underlined.

Types of questions:
There are three types of questions that may be given for your examination in response to section 2:
 A question specific to the form of a prescribed text
 A stimulus leading to a question
 A question specific to each prescribed text

Marking Guidelines
The HSC marking guidelines are adjusted each year to suit the question: for example if it is an extract
question the guidelines might state something like: refers to extract with insight.
The general guidelines below will, however, give some guidance in understanding how the response is
marked.
Remember that Band 6 is NOT a mark that can be given at school or even in the examination. It is
awarded after the HSC is completed once school and HSC examination marks are carefully
scrutinised and can only be awarded by NESA.

Thus, no school can state that you are achieving at Band 6 level. Instead, these mark ranges are in
Grades.

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 THE NESA SAMPLE MARKING CRITERIA

Criteria Marks

 Demonstrates perceptive understanding appropriate to the question of how

the prescribed text’s distinctive features shape meaning
 Demonstrates a skilful evaluation of context, language, form and ideas using
17 – 20
well-selected and detailed analysis of textual references
 Composes a perceptive argument that incorporates the stimulus (if relevant)
using language appropriate to audience, purpose and form

 Demonstrates informed understanding appropriate to the question of how the

prescribed text’s distinctive features shape meaning
 Demonstrates an effective evaluation of context, language, form and ideas 13 – 16
using well-selected analysis of textual references
 Composes an effective argument that incorporates the stimulus (if relevant)
using language appropriate to audience, purpose and form

 Demonstrates a sound understanding appropriate to the question of how the

prescribed text’s distinctive features shape meaning
 Demonstrates an understanding of context, language, form and ideas using 9 – 12
selected textual references
 Composes a sound argument using language appropriate to audience,
purpose and form

 Describes some aspects of the prescribed text

 Demonstrates some understanding of context, language and form with limited
5–8
textual references
 Composes a limited response to the question

 Attempts to describe some aspects of the prescribed text

1–4
 Attempts to compose a response to the question

Highlight each range the examination marking rubric in 3 colours to identify the gradient range
for each of the components.
- Level of achievement
- WHAT you need to know
- Writing expertise

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 SAMPLE QUESTIONS

The following questions are samples provided by NESA to indicate the possible types of questions you
will encounter.

Questions A and B are specifc to the prescribed text.

Question C is specific to the form of a text.

If the question in the HSC written examination is like question c, there will be fewer questions in
Section II of Paper 2.

Questions Focus

Cassius has been labelled as one of ‘nature’s predators’.  Character

 Ideas
Write an extended response in which you challenge or affirm this view
 personal
regarding Cassius in Shakespeare’s Julius Caesar.
response

Seldom, very seldom, does complete truth belong to any human disclosure;  Plot
seldom can it happen that something is not a little disguised, or a little mistaken.  Narrative arc
Jane Austen, Emma  Themes
 Evaluation
How do misunderstandings in Jane Austen’s Emma function as a
narrative device?

In your response, refer to the quotation and your understanding of the

novel, Emma.

The primary concern of good nonfiction is the representation of truth.  Evaluation

 Purpose
 Form
To what extent does this statement relate to your own understanding of your
 Personal
prescribed text?
response
In your response, refer to the quotation and your prescribed text.

2022 Year 11 Examination Question


‘The Rome of Julius Caesar is a world where the power of words is harnessed in
order to deal with civic, political and even personal uncertainty.’
Kim Ballard, 2016

Evaluate how Shakespeare’s use of rhetoric constructs political facades that

continue to resonate within twenty-first century politics.

In your response, you are to apply the quote to the key ideas within the question
to develop your argument.

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 2021 HSC Question 

‘Literature forces us to ask questions and look for answers. Even if those
answers do not exist.’

To what extent is this true?

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

Adapted from the 2022 HSC Question



How has your study of Julius Caesar altered and expanded your understanding
of ambition?

In your response, make detailed reference to the prescribed text.

Working in pairs, brainstorm these questions. What is the focus? How should the response be
structured? Which examples from your paired texts address the question?

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