Module C is perhaps the most challenging module you will experience in year 12 and is by far, the greatest differentiator between students during the HSC. Many teachers struggle to teach this section of the exam due to the fact that this module is in its infancy and most teachers haven’t gained the experience necessary to guide you along the correct path. In order to ensure that this module isn’t a weakness come time for the HSC, let’s break down the rubric together to figure out what exactly NESA wants us to do.
“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.”
One of the fundamental steps in creating your own piece of writing is to have an established purpose and audience. These 2 considerations will ultimately guide you in your literary journey, think of them as the rudder on a boat, by sticking close to them and using them consistently you maintain your course without hindrance. Additionally, you need to consider the types of ideas and emotions you wish to convey to your intended audience and how they fulfill your purpose.
“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.”
Your English teachers will provide you with 2 short texts to read during this module and the expectation is that you will draw thematic or stylistic inspiration from these texts but why limit yourself? From experience, the students who performed the best in their HSC English Advanced exams were the ones who didn’t just limit themselves to taking inspiration from their Module C prescribed texts but rather acknowledged how all literature we read inspires the way we write. Who says you shouldn’t take inspiration from texts studied in previous modules? Use all of them if you can! Who says you can’t take inspiration from texts that have enraptured you in the past? Use it to your advantage! The beauty of this module comes from the freedom it provides you as a literary student. You aren’t restricted within limiting bounds, you aren’t told what to do, you aren’t forced to write a certain way, do whatever takes your fancy, and let your imagination take you to places you’ve never thought of before!
“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.”
Here, NESA effectively does 2 things; they provide you with different purposes that you can adopt and present to you possible questions they can ask. Again, the beauty of this module comes from its freedom. Who says you should only have one purpose? Have multiple! Additionally, you could receive questions based on these prompts e.g “create an imaginative piece that evokes emotion”.
“Through the study of enduring, quality texts of the past as well as recognised contemporary works, students appreciate, analyse and evaluate the versatility, power and aesthetics of language. Through considered appraisal and imaginative engagement with texts, students reflect on the complex and recursive processes of writing to further develop their self-expression and apply their knowledge of textual forms and features in their own sustained and cohesive compositions.”
An important thing to note is that if you do choose to take inspiration from texts not prescribed by NESA in any of the 4 modules, you must ensure that these texts are of a high caliber within the literary community. One of the things that NESA wants you to realize throughout this module is that all these texts you have been prescribed throughout the years aren’t the result of one day’s work by an author blessed with the ability to create literary masterpieces in an instant. They want you to realize that there is an entire process behind the creation of literature, a process that allows you to continuously enhance your own writing by more seamlessly integrating your literary inspirations within your own work.
“During the pre-writing stage, students generate and explore various concepts through discussion and speculation. Throughout the stages of drafting and revising students experiment with various figurative, rhetorical and linguistic devices, for example allusion, imagery, narrative voice, characterisation, and tone. Students consider purpose, audience and context to deliberately shape meaning. During the editing stages students apply the conventions of syntax, spelling, punctuation and grammar appropriately and effectively for publication”
So, what’s the first step of writing you ask? Not writing. Sounds bizarre but let me explain. As we said before, you need to have a purpose and designated audience for your writing, and in order to effectively fulfill these requirements, it’s best to brainstorm with your peers and teachers about what these will be. Once you have determined what they are, then you can begin creating some rough drafts of what your story will entail. In these drafts, you should be experimenting with different techniques, structures, themes, and styles of writing that you have absorbed from your prescribed texts. Furthermore, NESA once again reminds you to always use your purpose, audience, and context as the rudder for your writing, let them guide you throughout the process to ensure your writing is imbued with meaning that your audience can relate to and appreciate. Whilst editing, you must perfect the grammar, punctuation, and spelling within your work to ensure every single detail is perfect.
“Students have opportunities to work independently and collaboratively to reflect, refine and strengthen their own skills in producing highly crafted imaginative, discursive, persuasive and informative texts”
As always the age-old adage stands true where “the more, the merrier” for one mind cant achieve what several minds can when put together. When creating drafts and editing your piece, show your work to your peers and to your teachers and take their feedback on board in order to improve your writing. But here is where the water becomes murky. NESA outlines 4 different styles of writing that you could possibly be assessed on; “imaginative, discursive, persuasive and informative texts”. Imaginative is essentially the same as a narrative but isn’t restricted to this definition. A discursive is an unbiased conversation between the author and his reader discussing the entirety of a subject whilst a persuasive is basically an essay. Finally, an informative text is similar to a discursive in the sense that it holistically explores a concept but the form is more formal and structured. If you want to find out more about these types of writing, make sure to use FCT in the future!!