English Advanced Question Thread

[elysepopplewell]

Hi I was wondering if I could have help understanding what abstract nouns and nominalised words are and how to use them in my writing

Hey there!

Elyse, if she's reading, might be able to reference you a few particularly good examples. After you've done that, it would be best to scan through a piece of yours and then see where you can make some appropriate replacements - look for the verbs and make them into nouns .


Let me know if this was helpful or not

You are definitely very helpful! And yes, I am reading

Nominalisation is when we favour the use of the noun, usually turning it from a verb into a noun. Doing it in every single sentence isn't a fun time, but it's a way of improving the overall sophistication of particular sentences. So I could say:

Crime has been increasing in this town and I no longer feel safe.
When I nominalise, it becomes:
The increase of crime in this town means that I no longer feel safe.

Or,

When Germany invaded Poland, World War Two began.
Using nominalisation, it becomes:
The German invasion of Poland begun World War Two.

It's a simple thing, and sometimes you do it without even considering it, but it does just change the air of the overall statement

how are we supposed to show the difference between a rediscovery and a first time discovery in a creative.

so for a first time we illustrate how we learnt something

for a rediscovery do we have to emphasise that we know or that we knew something? like how do we go about showing we already learnt a lesson - do we just show two similar internal crises and come to the same conclusion?

can these even ask for a rediscovery? - that would be so hard to cover two points of discovery in 800 words.

Hey Beau! If you're basing this off a past question - I believe the question asked for "OR" in between, so you could choose. To show a rediscovery, you'd show some kind of nostalgia, hints of the past, some kind of familiarity, etc. But discovering for the first time will usually come with a before and after. So a comparison of what was known, and what is now known. Or an old perspective, and then a brand new perspective. So instead of linking with familiarity from before like we would for a rediscovery, we focus on the brand new as being a comparison to the old.

They definitely could ask for a rediscovery - it's in the rubric!

[ca052267]

Hi,

Quick Question

Is it ok to use first person when writing an essay?

i was looking at band 6 sample responses and some of them use first person in their essays, but ive always been told not to.

Thanks

Charbella

[elysepopplewell]

Hi! This is a very specific question indeed, and is much harder to answer than a generalised question such as 'How do an individual's discoveries shape their understanding of the world around them?". However, you could answer it with a response that may be built around that kind of generalised question by centering your focus around the individual. I find for AOS that basing a generalised essay plan around the figure of the individual means that you can always talk about the effects of discovery on the individual, regardless of whether that is a positive or negative circumstance. This one individual can also reflect the context around them, which allows references to society/the world to be made. The word 'alienation' in the question implies that somebody is isolated, so focus in on the central figure in your texts and figure out how they may be isolated from the world around them, or conversely how they may be not isolated.

Hope this helps!

You're incredible taylorlucy - thank you SO much for contributing this!

Hey there! Just wondering how to approach Mod B questions that give you a specific scene from Hamlet...
Would you pull out quotes from the scene and add them to your intro or do you go through it in the body paragraphs? Or am I on the wrong track completely... Let me know if you guys have any ideas!
thanks

Hey Julies This is a great question, but a tricky one. So if the question was something like:

"The pursuit of identity is a complicated process, fuelled by desire but also disappointment." In what ways is this portrayed to audience's of Hamlet? Make specific reference to scene ###.

In this situation, you'd not really have to reference the particular scene in your intro, but you'd obviously need to make a point of analysing it in an entire paragraph, or just in little snippets throughout your paragraphs. But if the question put more of an emphasis on the scene... like...

"The opening scene of Hamlet reveals.......To what extent is this..."

Then you'd need to make more of a reference initially, but then continue to filter it throughout your response as you continue

but how would you rediscover something?

You could rediscover a love for something or someone, or you could rediscover something physical and tangible, or you could rediscover a passion, or a hate, or a feeling.

Hi,
I was wondering how to reference and talk about textual integrity for Mod B. I'm doing speeches and not sure how to intertwine it in or even what its purpose is. Also how should I reference context for Mod B too?

Thanks, Jade 

The relevance of textual integrity to Module B is mainly that Module B is about personal responses, and there is a focus on personal responses through time. So the textual integrity of a text (the way it comes together as a perfect whole) means that it is both accessed and admired by many. The construction and the concepts are fused together so neatly that it can be met with a response from various audiences: it transcends time. You could say..."The textual integrity of the speech has allowed it's core concepts to live even beyond the initial delivery." It doesn't have to be much, but it's a great way of showing that you understand how texts are accessed through time.

Hey guys,
When I start writing time in the exam tomorrow, would past HSCers recommend writing down all the aspects of discovery (at least 10) like unexpected, deliberate, transformative, fresh and intensely meaningful etc. so that when I am answering the comprehension questions I am fulfilling the rubric without constantly trying to think in my head how to do so?
Thanks

Although this is a really unique suggestion, I can't say I did it. I was very familiar with the rubric but it was mainly organically, as I had come to appreciate the rubric through study - not like I sat there and memorised it. I was comfortable enough that I could keep this all in my head and I'd tap into new parts of the rubric as needed, but if you think writing them down will give you the prompt you need if you get stuck, then it's hardly going to waste your time - it's only 10 words or so! In which case if it helps you, why not give it a try for trials, that way you know if it's worth doing for HSC?

[elysepopplewell]

heyy!
i'm trying to brush up on giving depth to my analysis for my discovery essay tomorrow.
this is probly a dumb question but is it good to not only link back to thesis/question but also link the analysis to a specific dotpoint on the rubric?!..i.e: sudden/unexpected discovery..or provides new understandings and renewed perceptions..
tks hps and ATB everyone
chz

Not a dumb question at all! I definitely did this - I think it helped to show my comfort with the rubric, and also just makes your essay that little bit more dense but in all the right ways, not the congestive kind of way.

[biffi023]

Hey!
I have just found a past essay question for AOS Discovery which says...
"to what extent do the texts you have studied reveal both the emotional and intellectual responses provoked by the experience of discovering?"
I think I would be able to write about the 'emotional' part, but don't really understand 'intellectual'... what sort of things would talk about and what is specifically 'intellectual'...??
Also is there any particular way you should answer this based on it saying 'to what extent'? As in, are they looking for me to particularly say 'The texts reveal the way discoveries cause both emotional and intellectual responses TO A GREAT EXTENT...blah' etc?
Sorry if this isn't all clear! I cant thiiiinkk..
thanks!!
ATB anyone who has trials this week 

[elysepopplewell]

Hi,

Quick Question

Is it ok to use first person when writing an essay?

i was looking at band 6 sample responses and some of them use first person in their essays, but ive always been told not to.

Thanks

Charbella

Hey Charbella It's always been my preference to maintain higher formality and avoid using the first person - and this was advice I was given in school as well. It's not to say you won't get a band 6 because of your chosen narrator voice, of course, but I found that when I was espousing a more sophisticated narrator, my overall essay seemed more impressive. So that's why I chose to avoid the first person

[ca052267]

Thanks Elyse!

Could you give me some tips on how to maximise sophistication in my responses. My analysis is good, but my main problem is sophistication.                                                                                                                                                                                                                                                                                                       

Any tips?

[elysepopplewell]

Hey!
I have just found a past essay question for AOS Discovery which says...
"to what extent do the texts you have studied reveal both the emotional and intellectual responses provoked by the experience of discovering?"
I think I would be able to write about the 'emotional' part, but don't really understand 'intellectual'... what sort of things would talk about and what is specifically 'intellectual'...??
Also is there any particular way you should answer this based on it saying 'to what extent'? As in, are they looking for me to particularly say 'The texts reveal the way discoveries cause both emotional and intellectual responses TO A GREAT EXTENT...blah' etc?
Sorry if this isn't all clear! I cant thiiiinkk..
thanks!!
ATB anyone who has trials this week 

Hey there!

In this type of question, it uses "and" instead of "or" between the types of responses. So making sure you're addressing both is very important. Intellectual isn't always relating to academia, but also the way someone reasons something. Intellect relates to the faculty of reasoning and understanding - so basically, how has someone come to understand something - what are there reasons?

You don't need to take the "to a great extent" kind of approach, although you can. It would also be suitable to do something like...

"Although experiences of discoveries provoke unique responses, the journey towards this outcome is owed recognition." Then you could continue your introduction addressing both emotional and intellectual responses. The "To what extent" basically means you can flat out agree and run with it, but if you want, you can sway your essay in a slightly different direction just by giving new perspectives to the question! Hope this makes sense. Let me know if you want me to clarify more

[elysepopplewell]

Thanks Elyse!

Could you give me some tips on how to maximise sophistication in my responses. My analysis is good, but my main problem is sophistication.                                                                                                                                                                                                                                                                                                       

Any tips?

Hey there, certainly

Consider changing up the way you are analysing. If you're constantly following a quote, technique, analyse, kind of structure then you're limiting your expression. If you can piggy back techniques, so two techniques to one quote, or identify the technique first and then the quote, or whatever it is to change it up, then you're showing your confidence and sophistication in being able to approach the question in a way that's not so rigid. This is my biggest advice!

Similarly, if you're using PEEL or MATES with discipline the entire time, I think you could expand to change up the order a bit.

I think that the strength and sophistication of your thesis statement also says a lot about your overall tone. If I read a clumsy thesis statement, I'm ready for a clumsy essay. Obviously this isn't always the case, but working hard to make your thesis statements very clear is really beneficial - it just means you can be certain your marker is understanding you perfectly, so the rest of the paragraph will be received through that same vein.

Hopefully this helps

[dancing phalanges]

Hey Elyse,
Sorry didn't know where to post this since the creative marking is locked!
Just a quick question about what I sent earlier... if I say that Samantha is on the streets because she couldn't find the strength to ask for help, should I resolve this at the end of the story with her asking for help as well as Grace finding out the truth about her father? Just thought it might add an extra element but if its not necessary I would rather not stress about it so close to the exam haha! But do you think it sounds like something that needs to be added?
Thanks

[biffi023]

Hey there!

In this type of question, it uses "and" instead of "or" between the types of responses. So making sure you're addressing both is very important. Intellectual isn't always relating to academia, but also the way someone reasons something. Intellect relates to the faculty of reasoning and understanding - so basically, how has someone come to understand something - what are there reasons?

You don't need to take the "to a great extent" kind of approach, although you can. It would also be suitable to do something like...

"Although experiences of discoveries provoke unique responses, the journey towards this outcome is owed recognition." Then you could continue your introduction addressing both emotional and intellectual responses. The "To what extent" basically means you can flat out agree and run with it, but if you want, you can sway your essay in a slightly different direction just by giving new perspectives to the question! Hope this makes sense. Let me know if you want me to clarify more

Thanks Elyse! 
OK - so if we are doing Frost's poetry, one really basic example could be that the speaker in Tuft of Flowers has an emotional response to to discovering others who have been there before him and shared experiences; seen through the change of tone in the poem/ positive word choice towards the end etc. (actual emotions... changes in how he feels)... while his intellectual response is the process that he went through to actually REALISE that the man before him had similar values - e.g. "i thought of questions that have no reply"... and the butterfly as a catalyst to his discoveries and changed perspectives... how he actually GOT to that point of change.
Does that make any sense?! Sorry I know this is really bodgy, I am just trying to get my head around it as I have seen it come up quite a bit!!
Thank youuu!

[elysepopplewell]

Hey Elyse,
Sorry didn't know where to post this since the creative marking is locked!
Just a quick question about what I sent earlier... if I say that Samantha is on the streets because she couldn't find the strength to ask for help, should I resolve this at the end of the story with her asking for help as well as Grace finding out the truth about her father? Just thought it might add an extra element but if its not necessary I would rather not stress about it so close to the exam haha! But do you think it sounds like something that needs to be added?
Thanks

That's actually an excellent idea by getting her to ask for help at the end. If you can master it with seamless integration, I definitely think it seals another deal of discovery without altering your story dramatically, so that's definitely a win. In saying this, if you're going to throw it on the end because you don't have time to curate it right now, then I'd leave it. The exam is so soon and your piece has improved so much already. Maybe tinker with it for about fifteen minutes and see if it falls into place, but if it doesn't - don't push it. What you've got is great! I'm also oddly proud of how hard you're working on this piece - you've given it so much careful thought.

Thanks Elyse! 
OK - so if we are doing Frost's poetry, one really basic example could be that the speaker in Tuft of Flowers has an emotional response to to discovering others who have been there before him and shared experiences; seen through the change of tone in the poem/ positive word choice towards the end etc. (actual emotions... changes in how he feels)... while his intellectual response is the process that he went through to actually REALISE that the man before him had similar values - e.g. "i thought of questions that have no reply"... and the butterfly as a catalyst to his discoveries and changed perspectives... how he actually GOT to that point of change.
Does that make any sense?! Sorry I know this is really bodgy, I am just trying to get my head around it as I have seen it come up quite a bit!!
Thank youuu!

Yes! It sounds like you've actually really got a grasp on it. It really is open to interpretation! And it sounds like you've worked your texts to the question really well here.

In the same vein of thought - it wouldn't be a bad idea to confirm with the other parts of the rubric that you know what they mean. So spiritual, for example, doesn't just mean pertaining to religion, but also the soul, morals, ethical compasses, etc.

[dancing phalanges]

That's actually an excellent idea by getting her to ask for help at the end. If you can master it with seamless integration, I definitely think it seals another deal of discovery without altering your story dramatically, so that's definitely a win. In saying this, if you're going to throw it on the end because you don't have time to curate it right now, then I'd leave it. The exam is so soon and your piece has improved so much already. Maybe tinker with it for about fifteen minutes and see if it falls into place, but if it doesn't - don't push it. What you've got is great! I'm also oddly proud of how hard you're working on this piece - you've given it so much careful thought.

Yes! It sounds like you've actually really got a grasp on it. It really is open to interpretation! And it sounds like you've worked your texts to the question really well here.

In the same vein of thought - it wouldn't be a bad idea to confirm with the other parts of the rubric that you know what they mean. So spiritual, for example, doesn't just mean pertaining to religion, but also the soul, morals, ethical compasses, etc.

Okay I will have a go now So it doesn't take too long and leave too many questions I was thinking rather than her asking for help I give the reader the impression that she will or some other sign that she has decided to? Your advice has been just as important in getting me to the point I am now, way better than what my teachers say, it's always so vague ahah

[bellerina]

Hey Elyse,

For the prescribed discovery text: Go back to where you came from, I want to do Tim Winton's Distant Lands but do you have a PDF file for it?

[dancing phalanges]

Hey Elyse, I had a quick go just then I wrote women's refuge instead of refuge because I thought the marker may not work it out and take refuge just as a metaphor for the feeling of security rather than an actual refuge itself. Is this clear yet subtle enough? (Sorry I know I shouldn't be posting this since the thread is locked but hopefully it is okay because it is only a very small thing  )

In the corner, stood her mother, whose worn hands were no longer a constant reminder of what she once perceived as weakness. Rather, all she could see now was strength – the strength she needed to ask for help.
“I love you, mum!” Grace chirped.
 “Your father…” she paused.
Out of her torn pockets emerged a series of grainy photographs, which Samantha handed to Grace. She deserved the truth.
“Your father… he loves you too.”
The two stood together, mesmerised, not by the tree but by memories of Grace’s father.
The following week, as they would most nights, the pair took shelter in their still windswept sleeping bag. Yet tonight there was no rain. Rather, looking up, all Samantha could see was a ceiling - a women's refuge where she could take the first steps towards giving Grace her childhood back. Next to her lay Grace, pale polaroid photographs now grasped between her hardened hands, the only remaining memory of her father that she misses so dearly. So, every Christmas, Grace would decorate her little gem of hope with the photographs. A sign that her father had also found his way home.