Essay Writing

Tips and Advice

HSC Study Skills
So you think you
can’t write
essays?
• Let’s get past some myths...
Myth #1
Writing is only for
geniuses…
Myth #2

You can’t write

when you’re scared
or nervous...
Myth #3

You don’t know what to

write...
Myth #4

You know what to say,

but not how to say it...
Myth #5

The words start, but then STOP

for no reason...
Myth #6 You think your English skills are too poor
to write...
Myth #7 You can’t write effectively under exam
conditions…
You CAN improve!
How do I start?
Use today’s tips and
advice…
•… be persistent, ask questions and seek
continual feedback.
 • 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
• Compare - Show how things are similar or different
• 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)
• Define - State meaning and identify essential qualities

Know Your HSC • Demonstrate - Show by example

• Describe - Provide characteristics and features

Verbs • Discuss - Identify issues and provide points for and/or against
• Explain - Relate cause and effect; make the relationships between
things evident; provide why and/or how
• Identify - Recognise and name
• Justify - Support an argument or conclusion
• Outline - Sketch in general terms; indicate the main features of
• 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
 Know the TYPES of
extended responses…

This is the text type. Not all extended responses are formal
essays.
“What's an extended response?"

• Extended responses cover a number of text

types (modes/mediums/forms). Students are
required to analyse, synthesise, manipulate
and evaluate information and ideas to create
their own texts for a specific purpose and
audience.

• This may involve expressing and justifying a

point of view, explaining and evaluating an
issue, proposing a solution or solving a
problem in the creation of texts.
 • Discursive texts explore an idea or a variety of
topics. They involve a discussion of ideas or
opinions without the direct intention of
persuading the reader, listener or viewer to
adopt any single point of view.
•  The following is an example of a discursive
text: 
• 'Dear Mrs Dunkley' by Helen Garner

Types of • Persuasive texts argue or persuade, to convince

Extended readers to accept particular perspectives or
points of view. The following are examples of
Responses persuasive texts: 
• feature article 
• profile or column 
• review 
• interview 
• public address (Australia Day or similar)
• discussion forum
• letter to the editor
 • Reflective texts ponder, muse or reflect on events and
experiences. The following are examples of reflective texts: 
• memoir 
• personal narrative 
• autobiography and biography 
• obituary 
• testimonial
• director’s notes
• personal letter/email

Types of
Extended • Imaginative texts use language in aesthetic and engaging ways
to entertain, to move, to express and reinforce cultural identity.

Responses
The following are examples of imaginative texts: 
• poems 
• short story 
• drama script 
• television or film script 
• monologue 
• dramatic recreation
• news report
• diary/journal entry
The Formal
Essay

Let’s look more closely at

composing a formal essay.

Yes, you need these skills for

English – but they are also
handy for any subject which
requires a written response.
Essay Structure P Point or topic Sentence – this is your opening
sentence and should state what you will be talking
about in this body paragraph. What will the theme
be? Make sure it links to your overall thesis of your
essay.

Use your E Expand – provide the reader with more information

about your topic sentence and the context behind
PEEEL the content being explored in the body paragraph.

structure to
form your body E Example - include TEXTUAL EVIDENCE (quotes) from
the text to support the argument you are making in
this body paragraph and in your essay.

paragraphs!
E Explain – unpack this quote, discuss what it means in
relation to your topic sentence and overall thesis of
the  essay.

L Link back to your topic sentence, restate what you

have spoken about in this PEEEL paragraph.
The Essay - Introduction
• Your introduction is the first thing a marker reads. A good engaging
introduction is a key element in all of your responses.
• Address the question – use language from the question (but don’t
just repeat it!)
• Outline your text titles, composers and forms.
• Establish a THESIS – this is your main argument; your answer/
position in response to the essay question.  
• Your introduction should be around 4-6 lines in length. In exam
conditions you should spend no longer than 5 minutes writing it. 
• Make a PLAN for your essay BEFORE you start writing!!! This will
help guide your writing and prevent you from waffling on!

• Tip! Break down your question. Circle and underline key words and
verbs. Then, consider alternative words (synonyms) for the key
words to use throughout your essay. Be sure you address the key
verbs (for example, analyse, discuss, evaluate, compare). 
 What is a Thesis Statement?

• Your thesis should answer the question, “If I had only one idea I wanted my
reader to understand, what would it be?”

WHAT? WHY?

A concise, well-worded sentence that It let’s your reader know what theory or
summarizes your major point (your ideas you are trying to prove.
opinion) of the topic.

WHERE? EXAMPLE

It needs to be in your introduction. (Topic: Joy can be found in everyday life.)

Although his life had started with sorrow,

Babe grew to love his place on the farm
and his relationships with those around
him.
 There are different levels of thesis statements. Take a
look at the ones below, which all answer the question:
How is hope important in The Book Thief?

• Simple and general: Hope is important in The

Book Thief.

• More specific: Hope is important to some characters

in The Book Thief because they need it to survive.
Examples of
Thesis • Specific and well-written: World War II was a
desperate time for both Germans and Jews. For many
Statements of the characters in Markus Zusak’s The Book Thief,
hope was the only thing that gave them the willpower
to try to survive with the hope of creating a better
life.

• Specific, stylish, and with some foreshadowing: In

the desperate times of World War II, hope was the
only thing that gave many of the characters in The
Book Thief the willpower to survive with the desire
to create a better life, filled with justice and equality.
 • Remember: one paragraph for each main
Remember point/argument!

• Start with your POINT—your topic

Start sentence that explains your opinion
about the paragraph’s topic.

The Essay - • State your QUOTE/S or EVIDENCE as

Body State primary evidence to support your point,
integrated into your own sentence.
Paragraphs
• Include an EXPLANATION of one or more
Include sentences explaining how the quote
supports your point.

• You can have more than one quote or

Have piece of evidence, so repeat the
Quote/Explanation steps as needed.
The Essay - Conclusion
• Re-state your main position/thesis statement in which you address the question (use
language from the question). But DON’T just repeat your introductory statement. For
example:

• Original thesis: Violent movies exemplify and glorify what is wrong with our
culture.
• Conclusion: The violence in society is reflected in the movies we view.

• Mention your texts, composers and forms.

• Finish on a strong statement that summarises your major ideas from the essay.

• Tip! Avoid saying “… in conclusion”. Your conclusion should be around 3-5 lines in
length and should take around 3-5 minutes to write in exam conditions. Watch your time
to ensure you write a conclusion.
 Handy Tips and Advice!
Get into the habit of underlining key words (especially verbs) to ensure that you address ALL aspects of a question. Know your HSC verbs (eg explain,
discuss, describe, compare). (See HSC Verb Glossary.)

Only write in the first person if the question specifically asks you to write using a personal voice.

Use your time wisely – a wasted few minutes could mean your work is half a page less than it could be! You should be writing at least one page every 10
minutes – and aiming to be writing one every 7 minutes by your HSC exams. Find ways to abbreviate long titles of texts. Practice hand writing within
time constraints to ensure you are physically up to the task!

Recognise that each section is usually equally weighted (Eg English). Each section deserves your time and a genuine effort. Consider doing the most
difficult section first. NEVER allow a section to go over the recommended time; otherwise you are robbing marks from another question.

Know what to expect - The more practice papers you do the more familiar you will come with the types of texts and questions HSC markers come up
with.

Keep asking for feedback and re-working your practice responses until it is a high band piece of work. REMEMBER – if you have not completed high
quality responses when you have time and resources on your side – how are you going to generate a solid response in exam conditions?

You should be familiar with the many FORMS (text types), and their specific features.

You should have attempted a range of extended responses for ALL relevant sections of all relevant papers. You should complete at least TWO past
papers for each subject in the lead up to your mid-course exams.