Struggling to find good Year 12 HSC English Advanced Mod A questions?
This article will provide a range of general and text-specific essay prompts to help you prepare effectively for your English exam!
As someone who received a Band 6 in English Advanced, I found it really useful to familiarise yourself with a lot of different question types so you feel confident and prepared going into the exam. Scroll to get started! 💪
What types of Mod A Questions can I be asked in the exam?
Band 6 Structure for Module A Questions
20 General Module A Essay Questions
14 Text-Specific Module A Essay Questions
What types of Mod A Questions can I be asked in the exam?
In HSC English Paper 2, you will either get a general question applicable to all the texts or a question designated to your two prescribed texts, which often references specific themes or contextual details.
1️⃣ Evaluation: A question related to the relationship between the texts, asking you to consider how one text expands upon, interrogates, recontextualises or enriches the other.
2️⃣ Comparison: A question asking you to discuss the similarities and differences between the texts, using a comparative noun such as: consonances, resonances, alignments vs dissonances, collisions, divergences.
3️⃣ Analysis: A question asking you to analyse the issues, values, assumptions or perspectives explored by both texts.
Band 6 Structure for Module A Questions
When planning an essay under time constraints, it’s essential to allocate your time wisely to ensure you have a clear plan for your essay and don’t get stuck later on. Here’s an easy acronym to remember for planning out how to respond to your question:
Q – Question (1-2 minutes)
- Read the question slowly and carefully to ensure full understanding.
- Identify the key terms and underline them. Are there any words that require definition or clarification?
- Break it down: Is it asking for an evaluation (To what extent has context influenced the textual conversation between…), comparison (In what ways does Text A resonate with Text B…), or analysis (Explain how [key idea] is explored through the textual conversation between…)?
⏳ Personal experience: I’ve found that rushing this step often leads to misinterpreting the question, which means I end up wasting time restructuring my response later. Taking a couple of extra minutes here saves a lot of trouble down the line.
T – Thesis (1-2 minutes)
- Make sure you respond to the question in a clear and specific manner. Not directly addressing the question is one of the biggest reasons students miss out on Band 6.
- Ensure the thesis takes a defined stance as it sets the trajectory for your entire argument. Avoid vague or generalised statements.
- Keep it concise, a thesis should be 1-2 sentences max in order to not overcomplicate your argument.
⏳ Personal experience: When I tried to write my paragraphs first and construct my thesis based off my arguments, I found that my essay lacked direction and didn’t actually answer the question.
R – Reasoning (2-3 minutes)
- Plan out each paragraph’s main point, making sure they all link back to the thesis.
- Write one sentence per paragraph summarising its argument. This helps to form your topic sentences.
- Ensure logical progression. Double check that all your points build on each other.
⏳ Personal experience: Figuring out my body arguments during planning time was honestly a game changer for me. During my junior years I often tried to just work it out along the way and my essays felt disorganised because I kept repeating the same ideas.
A – Analysis (3–5 minutes)
- Select specific textual evidence for each paragraph.
- Identify all the literary techniques.
- Consider how you can analyse these quotes in a way that supports your argument.
⏳ Personal experience: A key tip to elevate your analysis is to choose some example that relate to your text’s form. For example, if you’re studying a Shakespearean play, you can bring up techniques like dramatic irony or asides. This helps to show your understanding of not just the textual content, but also its presentation.
C – Context (2-3 minutes)
- Identify any relevant contextual elements (historical, political, cultural etc.) that support your analysis.
- Avoid overloading with background information, only include things that are relevant to your argument.
⏳ Personal experience: One of the most common mistakes I see students make is just randomly including context at the start or end of their paragraph. Remember that context should be included as part of your analysis by explaining how the author’s perspective was shaped by certain influences in their life.
E – Examine (1 minute)
- Do a final check before writing:
- Does my thesis answer the question?
- Do my paragraphs logically support my argument?
- Is my evidence directly relevant?
20 General HSC Module A Practice Essay Questions
Question 1
To what extent do the texts you have studied demonstrate that the values a text presents are shaped by its context? How true is this statement of the two texts you studied?
Respond to this question in relation to your prescribed text.
Question 2
‘Context determines the ways in which similar issues are explored across texts.’
Discuss this statement in relation to your prescribed texts.
Question 3
‘How has your comparative study enhanced your understanding of the ways in which texts are influenced by other text in how they shape meaning?
Discuss this statement in relation to your prescribed texts.
Question 4
‘Changes in form inevitably lead to different perspectives on the same issues.’
Discuss this statement in relation to your prescribed texts.
Question 5
Has your comparative study revealed more similarities between the ways your texts explore common themes, or differences?
Respond to this question in relation to your prescribed texts.
Question 6
How has your comparative study demonstrated the importance of purpose in the ways texts shape meaning?
Respond to this question in relation to your prescribed texts.
Question 7
How has one of your prescribed texts reimagined elements of your other text in order to create new meanings?
Answer this question in relation to your prescribed texts.
Question 8
Compare and contrast the two perspectives on common themes between your texts.
Discuss this statement in relation to your prescribed texts.
Question 9
How has your comparative study revealed dissonances between details of your two texts?
Answer in relation to your prescribed texts.
Question 10
‘Through re-contextualising elements of a text, another text can present new ideas on other concepts.
Discuss this statement in relation tot your prescribed texts.
Question 11
‘While re-imaginings of texts may change details, the key themes remain the same.’
Discuss this statement in relation to your prescribed texts.
Question 12
How has your comparative study enhanced your understanding of how a change in context leads to a shift in the values presented?
Answer this question in relation to your prescribed texts.
Question 13
How has your comparative study demonstrated the way similar textual features can be used to make new meanings across texts?
Answer this question in relation to your prescribed texts.
Question 14
To what extent to the different contexts of your two texts determine how their key themes are presented?
Answer this question in relation to your prescribed texts.
Question 15
‘Collisions in details of texts’ re-imaginings allow new meanings to be created.’
Discuss this statement in relation to your prescribed texts.
Question 16
Do the key distinguishing features of your texts resonate, or dissonate in a comparative study of the two?
Answer this question in relation to your prescribed texts.
Question 17
How does the difference between your texts show the importance of contextual perspective?
Answer this question in relation to your prescribed texts.
Question 18
To what extent do the texts you have studied demonstrate the way that cultural assumptions change over time?
Answer this question in relation to your prescribed texts.
Question 19
In what ways do the texts you have studied present contrasting values to one another?
Answer this question in relation to your prescribed texts.
Question 20
‘While form may change, the details between texts and their reimagined versions are more likely to align than collide.’
Discuss this statement in relation to your prescribed texts.
14 Text-Specific HSC Module A Practice Essay Questions
King Richard III / Looking for Richard
‘The textual conversation between Shakespeare’s Richard III and Al Pacino’s Looking for Richard offers new insights on power and deception.’ To what extent is this statement true in light of your study of Textual Conversations?
‘Looking for Richard shows us that the manipulation of power governs lives as much now as in Shakespeare’s King Richard III.’ To what extent does this statement reflect your understanding of the texts?
Mrs Dalloway / The Hours (by Stephen Daldry)
‘The Hours is more than the repetition of a textual conversation, it modifies the meaning of Mrs Dalloway, reframing what is resonant and introducing dissonances.’ To what extent does this statement reflect your understanding of the textual conversation between The Hours and Mrs Dalloway?
“Burn them! he cried. Now for his writings; how the dead sing behind rhododendron bushes; odes to Time; conversations with Shakespeare.” (Virginia Woolf, Mrs Dalloway). Explain the importance of literature and creativity in the textual conversation between Virginia Woolf’s Mrs Dalloway and Stephen Daldry’s The Hours. In your response, refer to the quotation and your understanding of the prescribed texts.
The Stranger (by Albert Camus) / The Meursault Investigation (by Kamel Daoud)
‘Although the texts align in representing society’s impact on the individual, Daoud’s The Meursault Investigation collides with Camus’ The Stranger in its postcolonial reframing of the earlier text.’ To what extent is this statement true in the light of your exploration of Textual Conversations?
“My crime wouldn’t be the one the eyes could see, but that other crime, the one the intuition could guess: my strangeness.” (Kamal Daoud, The Meursault Investigation). Explain the centrality of the ‘outsider’ figure in the textual conversation between Albert Camus’ The Stranger and Kamal Daoud’s The Meursault Investigation.
John Donne Poems / W;t, (by Margaret Edson)
‘The textual conversation between the poetry of John Donne and Margaret’s Edson’s W;t offers new insights on death and redemption.’ To what extent is this statement true in light of your study of Textual Conversations?
“So let us melt, and make no noise, / No teare-floods, nor sigh-tempests move, / T’were prophanation of our joys, / To tell the layetie our love.” (John Donne, A Valediction: Forbidding Mourning). How does Margaret Edson’s play W;t reimagine the ideas of Donne’s collection to explore both shared and dissonant values? Use the extract provided and your prescribed texts in your response.
John Keats Poems / Bright Star (by Jane Campion)
‘Bright Star shows us that questions of artistic sensibility resonate as much now as in Keats’ poetry.’ To what extent does this statement reflect your understanding of the texts?
‘Fourteen years after the release of Bright Star, the textual conversations between Campion’s film and Keats’ poetry still resonate with contemporary values and discourse.’ To what extent is this statement true of the two prescribed texts you have studied in Module A?
Sylvia Plath’s ‘Ariel’ / Ted Hughes’ ‘Birthday Letters’
“Plath’s and Hughes’ poetry converse with tension despite some overlaps in the contexts of the poets.” How does this statement align with your understanding and appreciation of the conversations between the texts? In your response, make close reference to TWO of each poets’ set poems.
‘The textual conversation between the poetry of Sylvia Plath and Ted Hughes offers new insights on memory and relationships.’ To what extent is this statement true in light of your study of Textual Conversations?
The Tempest / Hag Seed
“Texts converse with one another. They have a dialogue with prior texts, consciously or unconsciously.” (Phyllis Frus). In what ways does Margaret Atwood’s Hag-Seed consciously converse with Shakespeare’s The Tempest? In your response, make close reference to the quotation and your prescribed texts.
‘The textual conversation between The Tempest and Hag-Seed deepens our understanding of humanity’s capacity for transformation.’ Evaluate this statement in light of your own reading of The Tempest and Hag-Seed.
On the hunt for other English practice questions?
Check out some of our other practice questions below:
- HSC English Texts and Human Experiences: 20 Practice Questions
- Module B: Critical Study of Literature Practice Questions
- Module C: The Craft of Writing Practice Questions
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Christina Ugov is currently completing a double degree in International and Global Studies and Theatre and Performance at the University of Sydney. Outside of her studies, she enjoys exploring creative writing projects, analysing literature and playing with her cat. She spends her spare time reading, listening to music and drinking lots of tea.
Cameron Croese is a qualified English teacher, who has a Bachelor of Education (Secondary) / Bachelor of Arts (English) from Macquarie University and is currently undertaking a Masters of Education in Melbourne. A long-time Art of Smart coach, Cameron has supported over 60 students from Years 7 to 12! When not studying, Cameron is an avid writer, having won several awards for short stories, including the Alan Marshall Short Story Award.
