English Studies 2025 HSC exam pack

Questions 1, 2 and 3

Students should:

• read the question carefully to ensure that they understand its intent and requirements
• demonstrate a clear understanding of key words in the question
• select relevant textual evidence to support their ideas
• review their response to ensure that it addresses all question requirements.

In better responses, students were able to:

• reference the text with clarity and accuracy
• refer to specific aspects of the text that directly support their answer to the question.

Areas for students to improve include:

• identifying the experience referred to in the question clearly
• providing responses that explain, rather than describing or recounting information from the text (Q2, Q3).

Question 4

In better responses, students were able to:

• explain effectively how Pippos portrays Lucky’s sense of hope for the future using well-chosen textual references to support their ideas
• clearly explain the link between Lucky’s experiences and his sense of hope.

Areas for students to improve include:

• selecting relevant evidence to support their answer
• explaining what Lucky hopes for rather than recounting events from the text.

Question 5

In better responses, students were able to:

• explain effectively how Fidge explores the impact of role models in her childhood
• support their explanations with well-chosen textual references
• show clear understanding of how these role models shaped Fidge.

Areas for students to improve include:

• selecting more precise and relevant supporting evidence
• moving beyond description or recount to explanation
• identifying clearly what specific traits or lessons Fidge associates with her role models.

Students should:

• demonstrate an understanding of how texts represent human experiences
• develop a line of argument that addresses the question
• demonstrate a deep understanding of their prescribed text through a range of textual evidence
• compose an organised response with a logical sequence of arguments
• consider using a plan. 

In better responses, students were able to:

• present a perceptive interpretation of how the representation of particular lives in the text enriches understanding of the endurance of the human spirit
• address all aspects of the question throughout their response
• sustain a confident and personal voice revealing how their own understanding of the endurance of the human spirit has been enriched by the prescribed text
• select and integrate a range of evidence purposefully to support their ideas
• develop a cohesive response by establishing and maintaining a clear line of argument.

Areas for students to improve include:

• drawing on their prescribed text to articulate their personal understanding of the endurance of the human spirit
• referring to specific parts of the prescribed text to support their ideas, rather than restating the question
• refining the clarity and control of their expression by avoiding overly complex or wordy language
• using accurate technical language to analyse how ideas are represented in the text. For example, the form, genre and style of their prescribed text.

Question 7

Students should:

• demonstrate understanding of the module through reference to a text studied
• write a structured response, appropriate to audience and purpose
• consider using a plan.

In better responses, students were able to:

• address the question by effectively explaining how the key ideas in one text had a significant impact on them and their understanding of the world
• make detailed reference to one text that they studied in the chosen module
• organise their response cohesively and with a clear personal voice
• demonstrate use of language appropriate to audience, purpose and form.

Areas for students to improve include:

• developing a clear explanation of the key ideas raised in one text and the effect of these ideas on them and their understanding of the world
• making explicit reference to one text studied in their chosen module
• developing an organised response with a logical explanation of ideas.

Question 8

Students should:

• use the stimulus and/or unseen text as inspiration for a piece of imaginative or reflective writing
• use the features of either an imaginative or reflective text
• write a structured response, appropriate to audience and purpose.

In better responses, students were able to:

• compose an effective and engaging imaginative or reflective piece of writing using the statement about visiting important places
• develop and organise ideas effectively, maintaining a strong connection to the statement throughout the response
• demonstrate control of language and structure appropriate to the chosen type of text, audience and purpose.

Areas for students to improve include:

• ensuring that a connection to the statement provided in the question is sustained throughout the response
• composing a piece of writing that demonstrates the appropriate features of the chosen type of text
• using effective control of language and structure to create a coherent response
• editing expression for accuracy in spelling, punctuation and sentence structure.