paper 2, section III
HSC English Module C: The Craft of Writing
Module C, The Craft of Writing, is Section III of Paper 2 for English Advanced and English Standard, worth 20 marks. You compose your own piece of writing, and the question may be split into two parts, such as a piece of writing and a reflection on it. English EAL/D has no Craft of Writing module: its writing module is Focus on Writing (15 marks, Paper 1, HSC 2019–2026) and Writing (20 marks, Paper 2, from HSC 2027).
Last updated . An independent guide by Afterhour, not affiliated with NESA. Quoted syllabus text, exam specifications, marking guidelines and marker feedback are © NSW Education Standards Authority.
At a glance
where
Paper 2
Section III: The craft of writing
marks
20
of the paper's 60
time
2 h
+ 5 min reading, for all three sections
task
Your own writing
imaginative, discursive, persuasive and/or reflective
what it asks, in one line
Compose your own piece of writing. The question may be in two parts, such as a piece of writing and a reflection on it.
Paper 1 · Texts and human experiences1 h 30 min+ 10 min reading
20Section I20Section IIPaper 2 · Textual conversations, Critical study of literature, and The craft of writing2 h+ 5 min reading
20Section ITextual conversations20Section IICritical study of literature20Section IIIThe craft of writing
block width: marks writing time reading time
What the module asks
This is what NESA's syllabus says each course studies in this module, quoted from the 2024 syllabus that applies from HSC 2027. Students sitting the HSC up to 2026 study the 2017 syllabus; its wording is underneath.
English Advanced: The craft of writing
Students strengthen and extend their knowledge and skills as accomplished writers. They write for a range of purposes and audiences, using language to convey ideas with power and precision. Through the study of quality texts of the past as well as recognised contemporary works, students reflect on the process of writing and apply their knowledge of structure, language and form to create their own sustained and cohesive compositions. These provide models and stimulus for the development of their own complex ideas and written expression. They evaluate how writers use language critically, creatively and imaginatively for a range of purposes, including to express insights, evoke emotion, shape perspective or share aesthetic vision.
What the syllabus says you'll come to understand
- The aesthetic qualities of texts and the power of language to express ideas, perspectives and experiences
- The forms, language features and stylistic choices that shape imaginative, discursive, persuasive and reflective texts
English Standard: The craft of writing
Students strengthen and extend their knowledge and skills as writers. They write for a range of purposes and audiences to convey ideas with power and increasing precision. Through the study of quality texts from the past and contemporary works, students analyse and assess the ways writers use structure, language and form. Through their engagement with these texts, students reflect on the process of writing and apply their knowledge of structure, language and form to create their own sustained and cohesive compositions. 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 share a vision.
What the syllabus says you'll come to understand
- The power of language to express ideas, perspectives and experiences
- The forms, language features and stylistic choices that shape imaginative, discursive, persuasive and reflective texts
English EAL/D: Writing
Students develop and refine their knowledge and skills in writing, speaking and representing. They create and present a range of texts to communicate information, ideas, values and attitudes for different purposes, audiences and contexts.
What the syllabus says you'll come to understand
- The ways language forms, features and structures are adapted for different purposes, audiences and contexts in a range of forms, modes and mediums
- The impact of descriptive, rhetorical and persuasive language
- Synonyms and antonyms
- The impact of conventions of form and structure in their own spoken and written compositions
HSC 2019–2026 (2017 syllabus)
English Advanced: Module C: The Craft of Writing
In this module, students strengthen and extend their knowledge, skills and confidence as accomplished writers. Students write for a range of audiences and purposes using language to convey ideas and emotions with power and precision.
Students appreciate, examine and analyse at least two short prescribed texts as well as texts from their own wide reading, as models and stimulus for the development of their own complex ideas and written expression. They evaluate how writers use language creatively and imaginatively for a range of purposes; to express insights, evoke emotion, describe the wonder of the natural world, shape a perspective or to share an aesthetic vision.
English Standard: Module C: 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.
English EAL/D: Focus on Writing
In this concurrent module, students develop and refine their knowledge and skills in writing, speaking and representing. They design and present a range of texts, appropriate to the module being studied, to communicate information, ideas, attitudes and values for different purposes, audiences and contexts.
Students analyse, evaluate and reflect on the expressive, aesthetic and imaginative qualities of the written, spoken and multimodal texts studied in their other HSC modules. Using these texts as models and inspiration, they experiment with techniques, styles and forms in a range of modes and media to produce their own crafted works, for example creative, imaginative, critical, discursive, persuasive and informative texts. Through the process of writing they generate ideas, experiment with techniques, styles and forms, and reflect on the strengths and weaknesses in their compositions and their emerging proficiency as English language users.
How it's examined
From NESA's HSC exam specifications, word for word.
HSC 2027–2030
English Advanced
Paper 2: Textual conversations, Critical study of literature, and The craft of writing
Time allowed: 2 hours plus 5 minutes reading time.
- Section III: The craft of writing (20 marks)
- There will be one question.
- The question may be in 2 parts.
- The question will require an imaginative, discursive, persuasive and/or reflective response.
- The question may include a stimulus and/or unseen texts.
From English Advanced 11–12 Syllabus (2024): HSC examinations, © NESA.
English Standard
Paper 2: Language, identity and culture, Close study of literature, and The craft of writing
Time allowed: 2 hours plus 5 minutes reading time.
- Section III: The craft of writing (20 marks)
- There will be one question.
- The question may be in 2 parts.
- The question will require an imaginative, discursive, persuasive and/or reflective response.
- The question may include a stimulus and/or unseen texts.
From English Standard 11–12 Syllabus (2024): HSC examinations, © NESA.
English EAL/D
Paper 2: Language, identity and culture, Close study of text, and Writing
Time allowed: 2 hours plus 5 minutes reading time.
- Section III: Writing (20 marks)
- There will be one question which will require an imaginative, discursive or persuasive response.
From English EAL/D 11–12 Syllabus (2024): HSC examinations, © NESA.
HSC 2019–2026
English Advanced
Paper 2: Modules
The time allowed is 2 hours plus 5 minutes reading time.
- Section III: Module C (20 marks)
- There will be one question.
- The question may contain up to two parts.
- The question will require an imaginative, discursive, persuasive, informative or reflective response.
- The question may require students to reflect on one or more of their prescribed texts.
- This question may include a stimulus and/or unseen texts.
From Assessment and reporting (English Advanced Stage 6 Syllabus (2017)): HSC exam specifications, © NESA.
English Standard
Paper 2: Modules
The time allowed is 2 hours plus 5 minutes reading time.
- Section III: Module C (20 marks)
- There will be one question.
- The question may contain up to two parts.
- The question will require an imaginative, discursive, persuasive, informative or reflective response.
- The question may require students to reflect on one or more of their prescribed texts.
- This question may include a stimulus and/or unseen texts.
From Assessment and reporting (English Standard Stage 6 Syllabus (2017)): HSC exam specifications, © NESA.
English EAL/D
Paper 1: Module A and Focus on Writing
The time allowed is 1 hour and 30 minutes plus 10 minutes reading time.
- Section II: Focus on Writing (15 marks)
- There will be one question which may contain parts.
- The question will require an imaginative, discursive, persuasive or informative response.
- This question may include a stimulus and/or an unseen text.
From Assessment and reporting (English EAL/D Stage 6 Syllabus (2017)): HSC exam specifications, © NESA.
How it's marked
Every HSC English section prints a box that says what your answer "will be assessed on", and the marking guideline builds on it: a table of mark ranges, each described in two or three criteria. The first criterion is rewritten for each year's question; the others change little from year to year. More on how this works in how HSC English essays are marked.
English Advanced
Your answer will be assessed on how well you: (2024 syllabus sample exam)
- craft language to address the demands of the question
- use language appropriate to audience, purpose and context to shape meaning
On the 2019–2026 papers: craft language to address the demands of the question; use language appropriate to audience, purpose and context to deliberately shape meaning.
The criteria, from the 2025 HSC marking guideline
- 10–12marks
- Composes a highly engaging piece of writing that skilfully incorporates the image as the focus of the narrative
- Crafts language skilfully to compose a piece of writing that incorporates the image as the focus of the narrative
- Demonstrates highly effective control of language and structure appropriate to audience, purpose, context and narrative form
- 7–9marks
- Composes an engaging piece of writing that uses the image as the focus of the narrative
- Crafts language effectively to compose a piece of writing that incorporates the image as the focus of the narrative
- Demonstrates effective control of language and structure appropriate to audience, purpose, context and narrative form
- 4–6marks
- Composes a piece of writing that adequately uses the image
- Uses language adequately to compose a piece of writing
- Demonstrates variable control of language and structure appropriate to audience, purpose, context and form
- 1–3marks
- Attempts to compose a piece of writing that has some relevance to the question
- Demonstrates limited control of language
The criteria, from NESA's sample exam for HSC 2027 on
- 9–10marks
- Composes a highly engaging piece of writing that skilfully uses the stimulus
- Crafts language skilfully to evoke and sustain an emotional response
- Demonstrates skilful control of language and structure appropriate to audience, purpose, context and selected form
- 7–8marks
- Composes an engaging piece of writing that effectively uses the stimulus
- Crafts language effectively to evoke and develop an emotional response
- Demonstrates effective control of language and structure appropriate to
- audience, purpose, context and selected form
- 5–6marks
- Composes a piece of writing that adequately uses the stimulus
- Uses language competently to evoke an emotional response
- Demonstrates sound control of language and structure appropriate to audience, purpose, context and selected form
- 3–4marks
- Composes a piece of writing that attempts to respond to the question
- Demonstrates variable control of language
- 1–2marks
- Attempts to compose a piece of writing with some relevance to the question
English Standard
Your answer will be assessed on how well you: (2024 syllabus sample exam)
- craft language to address the demands of the question
- use language appropriate to form, audience and purpose to shape meaning
On the 2019–2026 papers: craft language to address the demands of the question; use language appropriate to audience, purpose and form to shape meaning.
The criteria, from the 2025 HSC marking guideline
- 17–20marks
- Composes a highly engaging imaginative or discursive piece of writing that effectively uses the stimulus
- Crafts language skilfully to capture the richness of a fond memory
- Demonstrates highly effective control of language and structure appropriate to audience, purpose, context and selected form
- 13–16marks
- Composes an engaging imaginative or discursive piece of writing that effectively uses the stimulus
- Crafts language effectively to capture the richness of a fond memory
- Demonstrates effective control of language and structure appropriate to audience, purpose, context and selected form
- 9–12marks
- Composes an imaginative or discursive piece of writing that uses the stimulus
- Uses language competently to capture the richness of a fond memory
- Demonstrates sound control of language and structure appropriate to audience, purpose, context and selected form
- 5–8marks
- Composes a piece of writing that attempts to respond to the stimulus
- Demonstrates variable control of language and structure
- 1–4marks
- Attempts to compose a piece of writing with some relevance to the question
The criteria, from NESA's sample exam for HSC 2027 on
- 17–20marks
- Composes a highly engaging reflective piece of writing that effectively uses the stimulus to explore the need for momentum in our lives
- Crafts language skilfully to explore the need for momentum in our lives
- Demonstrates highly effective control of language and structure appropriate to audience, purpose and context
- 13–16marks
- Composes an engaging reflective piece of writing that effectively uses the stimulus to explore the need for momentum in our lives
- Crafts language effectively to explore the need for momentum in our lives
- Demonstrates effective control of language and structure appropriate to audience, purpose and context
- 9–12marks
- Composes a reflective piece of writing that uses the stimulus to explore the need for momentum in our lives
- Uses language competently to explore the need for momentum in our lives
- Demonstrates sound control of language and structure appropriate to audience, purpose and context
- 5–8marks
- Composes a piece of writing that attempts to respond to the question
- Demonstrates variable control of language and structure
- 1–4marks
- Attempts to compose a piece of writing with some relevance to the question
English EAL/D
Your answer will be assessed on how well you: (2024 syllabus sample exam, the same as the 2019–2026 papers)
- organise, develop and sustain your ideas
- control language appropriate to audience, context and purpose
The criteria, from the 2025 HSC marking guideline
- 13–15marks
- Composes an effective and sustained imaginative piece of writing that captures a character’s curiosity about the world
- Effectively uses the stimulus
- Demonstrates highly controlled use of language appropriate to audience, purpose and form
- 10–12marks
- Composes a cohesive imaginative piece of writing that captures a character’s curiosity about the world
- Competently uses the stimulus
- Demonstrates developed control of language appropriate to audience, purpose and form
- 7–9marks
- Composes a sound imaginative piece of writing that captures a character’s curiosity about the world
- Adequately uses the stimulus
- Demonstrates sound control of language appropriate to audience, purpose and form
- 4–6marks
- Attempts to compose an imaginative response
- Attempts to use the stimulus
- Demonstrates limited control of language appropriate to audience, purpose and form
- 1–3marks
- Attempts to compose a response
- Demonstrates minimal control of language
The criteria, from NESA's sample exam for HSC 2027 on
- 17–20marks
- Composes an effective and sustained imaginative/discursive/persuasive piece of writing that explores the importance of embracing identity
- Effectively uses ideas from the stimulus
- Demonstrates highly controlled use of language appropriate to audience, purpose and form
- 13–16marks
- Composes a cohesive imaginative/discursive/persuasive piece of writing that explores the importance of embracing identity
- Competently uses ideas from the stimulus
- Demonstrates developed control of language appropriate to audience, purpose and form
- 9–12marks
- Composes a sound imaginative/discursive/persuasive piece of writing that explores the importance of embracing identity
- Adequately uses ideas from the stimulus
- Demonstrates sound control of language appropriate to audience, purpose and form
- 5–8marks
- Attempts to compose an imaginative/discursive/persuasive response
- Attempts to use the stimulus in the response
- Demonstrates limited control of language appropriate to audience, purpose and form
- 1–4marks
- Attempts to compose a response
- Attempts to develop ideas
- Demonstrates minimal control of language
What separates one mark range from the next
The criteria in neighbouring ranges are written in parallel, so the difference between them is in a few words. Here are the top two ranges from the most recent HSC marking guideline for each course, criterion by criterion, with the words that change lit up.
English Advanced
7–9Composes an engaging piece of writing that uses the image as the focus of the narrative
10–12Composes a highly engaging piece of writing that skilfully incorporates the image as the focus of the narrative
7–9Crafts language effectively to compose a piece of writing that incorporates the image as the focus of the narrative
10–12Crafts language skilfully to compose a piece of writing that incorporates the image as the focus of the narrative
7–9Demonstrates effective control of language and structure appropriate to audience, purpose, context and narrative form
10–12Demonstrates highly effective control of language and structure appropriate to audience, purpose, context and narrative form
English Standard
13–16Composes an engaging imaginative or discursive piece of writing that effectively uses the stimulus
17–20Composes a highly engaging imaginative or discursive piece of writing that effectively uses the stimulus
13–16Crafts language effectively to capture the richness of a fond memory
17–20Crafts language skilfully to capture the richness of a fond memory
13–16Demonstrates effective control of language and structure appropriate to audience, purpose, context and selected form
17–20Demonstrates highly effective control of language and structure appropriate to audience, purpose, context and selected form
English EAL/D
10–12Composes a cohesive imaginative piece of writing that captures a character’s curiosity about the world
13–15Composes an effective and sustained imaginative piece of writing that captures a character’s curiosity about the world
10–12Competently uses the stimulus
13–15Effectively uses the stimulus
10–12Demonstrates developed control of language appropriate to audience, purpose and form
13–15Demonstrates highly controlled use of language appropriate to audience, purpose and form
What markers said
After each HSC, NESA publishes feedback from its markers: what better responses did, and what students could improve. These are the general points (not the ones about a single text), quoted.
English Advanced, 2025 HSC
In better responses, students were able to:
- incorporate the image skilfully through both structural and language choices, creating complexity in the response, relevant to the demands of the question
- craft an authentic and sustained voice with deliberate control and awareness of audience, purpose, context and narrative style
- use a range of stylistic choices to establish and sustain tone
- draw succinct connections between their response to the image, their crafting of part (a) and the meaning they intended to shape
- explain a clear intent or purpose for their piece of writing in part (a)
- clearly articulate the relationship between purpose and effect through the judicious use of textual evidence from part (a)
Areas for students to improve include:
- write in the form stated in the question
- using the image as a meaningful part of their response, aligned to the question
- providing clear and meaningful links between the stimulus extract and the question
- using the stimulus in the manner indicated by the question
- demonstrating control of language in their response
- ensuring that quotes and textual references from their writing in part (a) are supported by meaningful links to the focus of the question
Students should:
- apply their understanding of The Craft of Writing to the question, paying particular attention to the stimulus and to the specific parts of the question
- be aware of the mark value for the question and the implications for the structure and complexity of the response
- carefully consider audience, purpose, context and form when crafting a voice, setting, character, and/or event, or a position regarding a topic
- use effective time management in responding to the question
From English Advanced 2025 HSC exam pack: Marking feedback, © NESA.
English Standard, 2025 HSC
In better responses, students were able to:
- compose an engaging imaginative or discursive piece of writing that used the ideas presented in the stimulus
- engage with the question and stimulus by exploring the comfort of the fond memory and how it ignites the senses
- craft language to capture the richness of the fond memory through tone, evocative imagery, sensory description, rhetorical and stylistic devices
- demonstrate control of language and structure throughout their response appropriate to audience, purpose, context and selected form
- compose a cohesive piece of writing with considered use of paragraphing, sentence structure, spelling, grammar and punctuation to purposefully create meaning
Areas for students to improve include:
- responding to all parts of the question and aspects of the stimulus, for example, fond memory, senses, richness, comfort
- creating a believable voice or character to provoke engagement
- developing their response through figurative, rhetorical and other linguistic devices to capture a meaningful and memorable experience
- establishing a strong purpose in their writing that aligns to the question
- demonstrating consistent control of language including sentence structure, spelling, paragraphing, punctuation
From English Standard 2025 HSC exam pack: Marking feedback, © NESA.
English EAL/D, 2025 HSC
In better responses, students were able to:
- sustain the use of a range of imaginative language features, to effectively explore a character’s curiosity about the world
- use the stimulus to inspire and shape their response
- craft language to creatively express their ideas, engage the reader, and develop a clear purpose
- develop character voice and personal writing style
- demonstrate controlled use of language appropriate to audience, purpose and form
Areas for students to improve include:
- demonstrating control and understanding of imaginative language features
- crafting a clear and engaging character
- representing ideas and feelings in descriptions and images, rather than recounting
- using the stimulus as a meaningful part of the response, rather than addressing it in a cursory manner
- engaging with the question as a whole, rather than focusing on one element, by addressing both the written directive and the visual stimulus
From English EAL/D 2025 HSC exam pack: Marking feedback, © NESA.
How the marks have been split
Module C is the section that changes shape most. Some years it is one 20-mark question; others it is two parts, each with its own marking guideline. From the HSC papers since 2019:
English Advanced
- 20199 (a) 10 marks, imaginative or discursive or persuasive + 9 (b) 10 marks, reflection on part (a) (20 in total)
- 202020 marks, imaginative
- 20213 (a) 10 marks, imaginative or discursive or persuasive + 3 (b) 10 marks, reflection on part (a) (20 in total)
- 20223 (a) 5 marks, analysis of the stimulus + 3 (b) 15 marks, imaginative or discursive (20 in total)
- 20233 (a) 12 marks, imaginative or discursive + 3 (b) 8 marks, reflection on part (a) (20 in total)
- 202420 marks, discursive or persuasive
- 20253 (a) 12 marks, imaginative + 3 (b) 8 marks, reflection on part (a) (20 in total)
- 202620 marks, imaginative or discursive or persuasive
English Standard
- 20198 (a) 12 marks, imaginative or discursive or persuasive + 8 (b) 8 marks, reflection on part (a) (20 in total)
- 202020 marks, imaginative
- 20213 (a) 12 marks, imaginative or discursive or persuasive + 3 (b) 8 marks, reflection on part (a) (20 in total)
- 20223 (a) 5 marks, analysis of the stimulus + 3 (b) 15 marks, imaginative or discursive (20 in total)
- 202320 marks, imaginative or discursive
- 20243 (a) 15 marks, imaginative + 3 (b) 5 marks, reflection on part (a) (20 in total)
- 202520 marks, imaginative or discursive
- 20263 (a) 15 marks, imaginative or discursive + 3 (b) 5 marks, reflection on part (a) (20 in total)
English EAL/D
EAL/D's writing question (Focus on Writing, Paper 1 Section II) has been one question every year:
- 201915 marks, persuasive
- 202015 marks, persuasive or discursive or imaginative
- 202115 marks, imaginative
- 202215 marks, imaginative or discursive or persuasive
- 202315 marks, imaginative or persuasive or discursive
- 202415 marks, imaginative or discursive
- 202515 marks, imaginative
- 202615 marks, imaginative or discursive or persuasive
Texts
Module C is the one module this guide has no text list for. The 2017 syllabus (HSC 2019–2026) says:
Students appreciate, examine and analyse at least two short prescribed texts as well as texts from their own wide reading, as models and stimulus for the development of their own complex ideas and written expression. They evaluate how writers use language creatively and imaginatively for a range of purposes; to express insights, evoke emotion, describe the wonder of the natural world, shape a perspective or to share an aesthetic vision.
NESA publishes those short texts in its prescriptions document (HSC English Prescriptions 2019–2026: Modules, Electives and Texts (updated May 2024)). The question itself never names a text, though a part may ask you to reflect on one: see the past questions below.
Past HSC questions
Every question NESA has set for this module since 2019, and the sample questions for the 2024 syllabus, verbatim. Write to one, then get it marked against that year's guideline.
English Advanced
SampleNESA sample exam (2024 syllabus, HSC 2027 on)
Question 3 (a)10 marksSection III — Focus area: The craft of writingimaginativediscursivepersuasive
Continue this extract as a piece of imaginative, discursive or persuasive writing that evokes a particular emotional response in the reader. Note: You are NOT required to write out the extract as part of your response.
Question 3 (b)10 marksSection III — Focus area: The craft of writing
Evaluate how you have used language in part (a) to evoke a particular emotional response in the reader.
20262026 HSC
Question 320 marksSection III — Module C: The Craft of Writingimaginativediscursivepersuasive
Craft a piece of imaginative, discursive or persuasive writing that responds to the central premise of the stimulus provided.
20252025 HSC
Question 3 (a)12 marksSection III — Module C: The Craft of Writingimaginative
Craft an imaginative piece of writing which incorporates the provided image as the focus of your narrative.
Question 3 (b)8 marksSection III — Module C: The Craft of Writing
Explain how you have incorporated the provided image to shape meaning in your narrative, making close reference to your specific language choices in part (a).
20242024 HSC
Question 320 marksSection III — Module C: The Craft of Writingdiscursivepersuasive
Craft a discursive or persuasive piece of writing that incorporates the ideas in the stimulus above.
20232023 HSC
Question 3 (a)12 marksSection III — Module C: The Craft of Writingimaginativediscursive
Use this extract as the stimulus for an imaginative or discursive piece of writing that explores the hope that comes with anticipation.
Question 3 (b)8 marksSection III — Module C: The Craft of Writing
Justify how the stylistic choices you have made in part (a) demonstrate the hope that comes with anticipation. In your response, make detailed reference to your writing in part (a).
20222022 HSC
Question 3 (a)5 marksSection III — Module C: The Craft of Writing
Explore how personal fulfilment is expressed by the writer. In your response, make reference to at least ONE language device or stylistic feature in the extract.
Question 3 (b)15 marksSection III — Module C: The Craft of Writingimaginativediscursive
Craft an imaginative or discursive piece of writing that explores a shared experience which brings about a sense of fulfilment.
20212021 HSC
Question 3 (a)10 marksSection III — Module C: The Craft of Writingimaginativediscursivepersuasive
Use the image provided to craft a central metaphor in a piece of imaginative, discursive or persuasive writing.
Question 3 (b)10 marksSection III — Module C: The Craft of Writing
Evaluate how your study of figurative language in The Craft of Writing influenced the creative decisions you made in part (a). In your response, make reference to one or more of your prescribed texts.
20202020 HSC
Question 920 marksSection III — Module C: The Craft of Writingimaginative
Compose a piece of imaginative writing that begins with the words: Some things are unknowable. A person’s secrets may be revealed by the things they leave behind; but what are they, those supposedly uncovered secrets? They are words, ideas . . . Dry and dead as dust. Note: You are NOT required to write out the extract as part of your response.
20192019 HSC
Question 9 (a)10 marksSection III — Module C: The Craft of Writingimaginativediscursivepersuasive
Continue this extract as a piece of imaginative, discursive or persuasive writing that evokes a particular emotional response in the reader. Note: You are NOT required to write out the extract as part of your response.
Question 9 (b)10 marksSection III — Module C: The Craft of Writing
Compare how you have used language in part (a) to evoke emotion with the way writing has been crafted in at least ONE prescribed text from Module C.
English Standard
SampleNESA sample exam (2024 syllabus, HSC 2027 on)
Question 320 marksSection III — Focus area: The craft of writingreflective
Use the stimulus as the basis for a reflective piece of writing that explores the need for momentum in our lives.
20262026 HSC
Question 3 (a)15 marksSection III — Module C: The Craft of Writingimaginativediscursive
Use ideas from the stimulus provided to craft an imaginative or discursive piece of writing that explores the joy of a moment of unexpected beauty.
Question 3 (b)5 marksSection III — Module C: The Craft of Writing
Explain how you have used language devices in part (a) to explore the joy of a moment of unexpected beauty.
20252025 HSC
Question 320 marksSection III — Module C: The Craft of Writingimaginativediscursive
‘A fond memory brings you a wave of comfort and ignites the senses. It’s the kind of memory you can visualise and describe in rich detail.’ Using the stimulus above, craft an imaginative or discursive piece of writing that captures the richness of a fond memory.
20242024 HSC
Question 3 (a)15 marksSection III — Module C: The Craft of Writingimaginative
Craft an imaginative piece of writing that explores at least ONE idea from the stimulus above.
Question 3 (b)5 marksSection III — Module C: The Craft of Writing
Explain how ONE stylistic device you have used in part (a) was inspired by ONE of the prescribed texts in Module C.
20232023 HSC
Question 320 marksSection III — Module C: The Craft of Writingimaginativediscursive
Use at least ONE of the ideas in this extract as the basis for an imaginative or discursive piece of writing that explores the need for momentum in our lives.
20222022 HSC
Question 3 (a)5 marksSection III — Module C: The Craft of Writing
Describe how ideas about the power of taste are conveyed in this podcast. In your response, refer to at least ONE language device or stylistic feature in the extract.
Question 3 (b)15 marksSection III — Module C: The Craft of Writingimaginativediscursive
Craft an imaginative or discursive piece of writing that explores the power of the senses. In your composition, you should emphasise ONE of the five senses (sight, smell, sound, taste OR touch).
20212021 HSC
Question 3 (a)12 marksSection III — Module C: The Craft of Writingimaginativediscursivepersuasive
Compose a piece of imaginative, discursive or persuasive writing that develops ONE idea about luck explored in the stimulus provided.
Question 3 (b)8 marksSection III — Module C: The Craft of Writing
Explain how the creative decisions that you made in part (a) were influenced by a prescribed text that you have studied.
20202020 HSC
Question 820 marksSection III — Module C: The Craft of Writingimaginative
Compose a piece of imaginative writing that is set in a significant place. Begin with the words: This is my world now, and it can be yours too, if you like. A place can soak through your skin like sweat, and ooze into your heart and soul. Breathe it in, and let me tell you a story. Note: You are NOT required to write out the extract as part of your response.
20192019 HSC
Question 8 (a)12 marksSection III — Module C: The Craft of Writingimaginativediscursivepersuasive
Create a piece of imaginative, discursive or persuasive writing that ENDS with the provided image.
Question 8 (b)8 marksSection III — Module C: The Craft of Writing
Explain how your study of the craft of writing has enabled you to create an engaging piece of writing. In your response, make detailed reference to your use of language in part (a).
English EAL/D
SampleNESA sample exam (2024 syllabus, HSC 2027 on)
Question 320 marksSection III — Writingimaginativediscursivepersuasive
‘In the search for acceptance, I found questions. In the search for myself, I found peace.’ Use the ideas in the stimulus to compose an imaginative, discursive or persuasive piece of writing that explores the importance of embracing identity.
20262026 HSC
Question 615 marksSection II — Focus on Writingimaginativediscursivepersuasive
Using the stimulus, compose an imaginative, discursive or persuasive piece of writing that explores the joy of rediscovering the natural world.
20252025 HSC
Question 615 marksSection II — Focus on Writingimaginative
Use the stimulus to compose an imaginative piece of writing that captures a character’s curiosity about the world.
20242024 HSC
Question 615 marksSection II — Focus on Writingimaginativediscursive
‘In the search for acceptance, I found questions. In the search for myself, I found peace.’ Use the ideas in the stimulus to compose an imaginative OR discursive piece of writing that explores the importance of embracing identity.
20232023 HSC
Question 615 marksSection II — Focus on Writingimaginativepersuasivediscursive
‘Reading is about opening yourself up to surprises. Each book you read should take you away from where you started. And this is what life should be like; you should always be open to surprises.’ Use ideas in the stimulus above to compose an imaginative, persuasive, or discursive piece of writing that explores the power of a surprise.
20222022 HSC
Question 615 marksSection II — Focus on Writingimaginativediscursivepersuasive
Use one aspect of the stimulus as the central idea for a piece of writing which aims to evoke a positive emotional response about community. You may write an imaginative, discursive or persuasive response.
20212021 HSC
Question 615 marksSection II — Focus on Writingimaginative
‘It is the memorable moments of our lives that shape us.’ Use this statement as the central idea in a piece of imaginative writing that explores the growth of a character.
20202020 HSC
Question 615 marksSection II — Focus on Writingpersuasivediscursiveimaginative
‘There’s a power to words, the way they perfectly pin a moment, a situation, a person. Words are essential to our understanding of the world.’ Use this statement as the opening of a piece of persuasive, discursive or imaginative writing which explores the impact of language on an individual. Note: You are NOT required to write out the statement as part of your response.
20192019 HSC
Question 615 marksSection II — Focus on Writingpersuasive
You have been asked to speak to your school community. The topic is Technology has changed teen reading habits. Write a persuasive speech expressing your view on the topic. Use the stimulus provided on page 9 and your own ideas to write the text of your speech.
Questions
What kinds of writing can Module C ask for?
From HSC 2027 the specification says the question "will require an imaginative, discursive, persuasive and/or reflective response." For HSC 2019–2026 it was "an imaginative, discursive, persuasive, informative or reflective response." Each year's question says which forms are allowed.
Is Module C always split into two parts?
No. The specification says the question "may be in 2 parts". In English Advanced it was split in 5 of the 8 HSC papers from 2019 to 2026, sometimes into a piece of writing plus a reflection on it, and once with a short analysis of the stimulus first.
Do English EAL/D students do Module C, The Craft of Writing?
No. EAL/D's writing module is Focus on Writing in HSC 2019–2026 (Paper 1 Section II, one 15-mark question) and Writing from HSC 2027 (Paper 2 Section III, 20 marks, an imaginative, discursive or persuasive response).