Related Text For Belonging Analysis Essay

Oh God!! HSC English Paper 1 is in two days…and I haven’t studied for it at all!

If this is you right now, don’t freak out too much because I am sure there are heaps more students in the situation shown below.

The HSC English Paper 1 Exam is the ONLY exam, which will be taken by every single student in NSW (that is approximately 7000 students!). Therefore, this is the only exam for you to stand out from all the other students and impress the markers with your superbly crafted responses.

In this article, we will go in extreme depth for every single type of possible questions that could be asked. Hopefully, after reading the article, your mark will be bumped from a 5/15 to a 15/15.

Part 1 Unseen Texts

Part 1 of Paper 1 is designed to get you ready for HSC exam. Consisting of a number of short answer questions, this section is your chance to show off your amazinginsight into how several unseen texts present different ideas about discovery.

You will be asked to do a number of different things when answering questions. We will give a detailed explanation of exactly what to do when you are asked each type of question to get full marks.

Get ready to delve in! There is quite a lot!


  • This can be the key word of the last question which expects you to base your answer on 2 or more texts.
  • Identify the components and the relationship between the text, exploring how techniques convey concepts of discovery.
  • NOTE: such question is usually around 3-5 marks and requires at least 10 lines (written).
  • Expected to analyse 2-3 (only 2 if you analyse in DEPTH) techniques in depth as well as relating it to the question or aspects of discovery asked.
  • Usually requires minimum 8 lines (written).

Example: ‘Analyse how composer represents the sense of culture and belonging’ -3 marks


The character feels he does not belong at school, but he feels more comfortable at home. The character initiates “I couldn’t seem to learn anything or win anything”. The usage of first person instigate an intimate reader-author relationship. Consequently this resonates the reader’s feelings with the author. Also, by starting the prose with a satirical tone, this encompasses the idea of the author not feeling belonged at school.


When being asked to read what the character did in the summer, the character supplied a three page essay full of misfortune, the teacher later exclaimed “but I don’t think we’ll have time today”. Sarcasm was used by the teacher which was juxtaposed by her saying “and do some colouring until playtime”. Thus greatly evokes a negative attitude from the teacher. Ultimately, this illustrates a negative tension between the teacher and the student.


As a result, the composer effectively represented how clashes within cultures could jeopardise one’s sense of belonging. Such representation is immensely articulated through the usage of judicious language devices.

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  • Also very likely to be the key verb of the last question (3-5 mark).
  • Establish the value of a particular idea or text.
  • Expected to have at least 3 (depends on mark distributed) analysis on 3 techniques that relate to the aspect of discovery asked by the question.
  • REMEMBER: you MUST give a judgment on your assessment of how good the text conveys meaning with reasonable judgment made upon your analysis in your conclusion.
  • Minimum 8 lines (more if 4-5 marks).
  • Need a concluding sentence summing up your assessment of your text.

Example: ‘Assess how TWO of the texts explore the concept of belonging”- 5 marks


The concept of not belonging is depicted by highlighting the misfortunes of such peril to a group of people. Thus, this provides the reader, in reverse psychology, a better understanding of learning to accept one another instead of rejection. Texts one and four are examples of the consequences of exclusion and denial. Both composers portrayed this through the character’s perception. Ultimately, this emanates empathy from readers which heighten how a lost of belonging could severely impact of ones sense of well being.


Text one explores effectively the idea of being rejected within society. The composition of the artwork of a salient man with sticks protruding from his body in the midground and silhouettes of people with sticks in the background is etched within a ripped page. The corrugated edges makes the page seemed used and uncared of. The metaphor implied of a single page emphasises a forgotten event in the story of the character, being a synecdoche of one book gives it an effect that there are more pages to come. This provides the viewer with hope that this may be one page but there may be other pages that may portray the character’s act of resilience. Set in the foreground is an animal creates a shift in perception that the viewer is the animal, small and helpless. The mouse-like creature is symbolic of a bystander, something that can only watch but doesn’t act. The viewer is juxtaposed as the mouse to depict the artist’s portrayal of the bystander effect. This further strengthens the viewer’s empathetic emotions. Space is utilized as the character is surrounded by blankness, this creates salience but also demonstrates the character’s loss of power and feelings of loneliness. Thus the artist illustrates broadly the signs of rejection revealing the consequences which was substantial for empathy providing society a better understanding of acceptance.


Text four highlights the consequences of denial from relationships between people. The author establishes a setting in description of “at school, I couldn’t seem to learn anything or win anything”. This creates a pessimistic mood, making the readers empathetic to the character. The use of colloquial language and a monotonous tonality associates the character with the reader, this creates a more engaging appeal for the reader to relate. The character reads the written essay “I played the tambourine and Elsie Norris brought her accordion…we’re going to have a jumble sale in the autumn” depicts what he did in the summer holidays. The use of anecdote or a story within a story creates a juxtaposition of contrasting mood between the diegetic classroom and non-diegetic home. This accentuates the non-diegetic as strengthened by the mood created among the classroom as static and boring already established from the beginning contrasting the dynamic and fun activities the character experience at home. This provides the reader an incite of the two types relationships within the character and feels empathy for the character’s urge to rather be at home instead. Thus, the reader is engaged within the story by being exposed to the effects of being denied to establish bonds with other individuals.


Conclusively, the  authors of text one and four demonstrated the consequences of not belonging to a group of people. This is demonstrated through highlighting the characters misfortunes. Thus, this gives access for the audience to support acceptance instead of catalyzing rejection and denial for an individual.



  • Show how things are similar or different. (2-5 marks)
  • Expected to have at least 2 (usually) analysis on EACH TEXT that’s been asked in the question.
  • Must show similarity and difference within the texts regarding the concept of discovery being asked (depends on the question).
  • Needs a clear argument/ thesis on the contrast of your texts at the beginning and the end of your response.

Example: ‘Compare how composer of text 2 and text 4 illustrate their view of discovery”-3 marks


Both composers effectively employ distinctive visual techniques to highlight the cornerstones and fundamental processes, which take place on ones venture to discovery.


Text two utilises extreme dark pencil shading with immediately evokes a tension of omen and despair to the audience. This is amalgamated by the use of medium shot in the artwork to effectively capture the unified, solemn expression of all the people in the painting. Consequently, this highlights how obstacles and the need to reach out of one’s comfort zone play a central role in discovery.


Text four on the other hand, uses brighter colour instead to capture audience’s attention. Without even having to delve into the image, viewers are already embraced by the multitudinous aspects of discovery through the effective use of synonyms of discovery, which are highlighted through bold front.



  • Estimate the worth of a text in a range of contexts and justify that estimations and it’s process. (3-6 marks)
  • Also can be the last question
  • see ASSESS


  • Relate cause and effect, make the relationship between things evident; provide why and/or how (2-4 marks)
  • Can be based on comprehension or how texts convey idea
  • Depending on what’s been asked, you can ignore the analysis part if you are out of time. BUT ANALYSIS ALWAYS RECOMMENDED

Example: ‘Explain how Jennifer develop a sense of place in the text. In your answer, refer to 2 examples’ -3 marks


The sense of place is skilfully crafted in the text from the dexterous usage of setting and visual imagery.


The setting seems to be “amid the impudence of summer thighs”. The use of synecdoche in ‘thighs’ suggests the proximity amongst people. This emphasises rapid flashes of images experienced by the character portraying a place full of people.


The character seems to be incomprehensive of the street-names that depict “formless collision of letters”. Visual imagery in ‘collision’ suggests the character is in mobile, moving so fast that street-names are not readable, seemingly colliding onto each other.



  • Recognise and name(max. 2 mark)
  • Can be an one word answer (recommended)
  • Can use one sentence maximum for explanation or conservative purpose (HIGHLY not recommended under time limit)

Example: ‘Identify 2 different techniques used by the poet to convey a sense of belonging”-2 marks


Two techniques used are the repetition of  impossibly in“impossibly black…obscure…dark…departed” and sibilance of “great silences of sea and sky” .


  • Needs an introduction that brings your idea on each text briefly.
  • 2-3 body paragraphs with analysis (2-4 techniques for each text)
  • A reasonable conclusion summing up your idea

(see the assess example)


Remember- When explaining/analysing how a concept is being explored in a text, you must

  1. Identify the technique being used. For AOS list of English Language Techniques, see: Literary and Visual Techniques Cheat Sheet.
  2. Give a quote to support the technique.
  3. ANALYSE how that technique and quote demonstrate the aspect of discovery, how does it manipulate your own perception.

Always Remember: use the marks allocated for each question as a guide to how much you should be writing.

A one mark question requires a fairly brief response, where a five mark question requires an in depth analysis of one or two text and the use of a high degree of textual evidence to support your argument.

Below is a rough guide indicating approximately how much time you should spend on each question based on marks allocated:

Action Point

  1. Read the questions carefully, paying particular attention to the key verbs and aspects addressed.
  2. Scan the texts for quotes/evidence/techniques.
  3. Use the marks allocation to guide you on time spent on each question.
  4. Write your answer.
  5. Read over after completing all sections of HSC English Paper 1.

Part 2 Creative Writing

And to master the Creative Writing aspect of the exam, be sure to check out our Art of Smart Creative Writing Crash Course Series (9 Episodes) 

Part 3 Essay

A well thought out and carefully structured piece of writing that answers the question will always gain the best marks. Remember to use formal, sophisticated language, and be careful of your spelling and grammar. Keep sentences concise and always link your paragraphs back to your main argument. Before submitting your work to be marked, use this checklist to ensure you have followed the conventions of essay writing.

Before Writing

  • Underline or highlight the key words in the question
  • Write a brief plan that includes your thesis, your body arguments and conclusion
  • Choose the quotes/evidence carefully


  • Answer the question to the fullest (not rewording the question, but provide your response to it using verbs relating the question)
  • Elaborate on different aspects of discovery that the question is asking for EACH TEXT, you must discuss all of them later in the essay
  • Introduce your prescribed and supplementary text with appropriate formatting (movies and novels usually requires underlining because they are main texts, poems and short story requires quotation marks)
  • Explain how each text present ideas about discovery through your thesis with synthesis (how the two texts differ or relate)
  • Your thesis must cover scope, depth and rigor : How to Write a Thesis Sentence for HSC English
  • Scope shows your understanding of the concept of discovery and how your text represents this aspect of discovery. Is it easy to argue? Are you able to back this up with your body paragraphs in a sustained way?
  • Rigour: How specific your argument is? Your introduction should show the extent you have thought about the question

Body Paragraphs (3 main points)

  • Topic sentence that answers the question and gives concise indication of the direction your paragraph will be going in- MUST address the thesis
  • Detailed discussion of how the composer explores the concept of discovery in the text
  • Explicit detailing of techniques used
  • Close textual evidence to show your argument and link back to the question CONSTANTLY
  • Detailed, in depth analysis of how your techniques and supporting textual evidences present a particular aspect of discovery. You should be interrogating and tearing the quotes apart
  • Concluding sentences linking your discussion back to your main argument
  • Each paragraph deals with a clearly defined separate point
  • Each topic sentence links back to the previous paragraph, building on your argument and connecting the question
  • You synthesise/compare your prescribed and related text CONSISTENTLY


  • Restate the terms of the question
  • Explain how analysis of each text demonstrates the aspect of discovery that the question asks

Action Plan

  1. Read the question thoroughly and think how you can fit your essay in a way that still answers the question explicitly.
  2. Plan out your introduction, body paragraph and conclusion.
  3. Include synthesis between your texts and always write analysis in your body.
  4. Read over your essay after you finish for minor grammar/spelling errors.

For more amazing tips to ace your HSC English Paper 1 essay, check out How to Write a Kickass Band 6 HSC English Essay.

Common Mistake Checklist 

Before submitting a piece of work, ask yourself the following questions. Does your response:

  • Bases its answer on one prescribed text only?
  • Includes several other texts?
  • Answers the question posed?
  • Explains what text says about the aspects asked by the question?
  • Have a balance in the treatment of each text?
  • Compares and contrasts ideas and themes?
  • Draws all these ideas together and synthesis them into an argument?
  • Uses formal and sophisticated language?
  • Have a clear and logical structure?
  • Uses correct spelling, grammar and punctuation?

So that is the complete guide on how to nail the HSC English Paper 1. Remember always look at this guide the night before the exam because it will save your life!!

Click here to download the HSC English Exam Techniques! 

Always have a good night sleep the day before the exam and by correctly using this guide, we can guarantee you that you will absolutely nail it!!

Looking for Notes on This?

If you need reliable notes or simply want to check your notes are right, take a look at

With these notes you can spend less time rewriting your textbook and worrying about whether your notes answer the syllabus dot points correctly and spend more time learning and practicing your skills knowing your notes are accurate and concise.

Head on over to HSC-Notes to get your HSC subject notes now

Good Luck!

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Yifan Shen completed his HSC in 2014 and is currently studying the Bachelor Of Economics/Advanced Mathematics at UNSW. Apart from nutting out equations and helping out students with their academic pursuit, you will find him either reading thriller novels or introducing a range of new people to the intricate and mysterious world of mathematics as the marketing representative of UNSW MathSoc. When he is drained from all of these work, you will also see him hiking, planking and water bending in his recovery mode.

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By: Rizwan Zafar Page 1

Belonging is important in

The Namesake

, and our related text

My Big Fat Greek Wedding

directed by Joel Zwick 

and my own chosen text

 J.D Salingers The Catcher in the Rye

. Thesetexts show how belonging is integral to human existence and brings more meaning to oneslife. Belonging is about being comfortable with the people you interact with and theenvironment you find yourself in.Our prescribed text,

 Jhumpa Lahiris the Namesake

explores the link to belonging in moredetail. The emphasis is on Gogol Ganguli. Gogol struggles with a sense of belonging to hisfamily and his Bengali culture and heritage throughout his life in the course of the novel.Belonging is a fundamental need, whoever in The Namesake we are given the idea of notbelonging. Physically, emotionally and intellectually, mankind needs companionship. Thevast majority of people desire to become associated with and accepted by those aroundthem. In the Namesake with the mother we see the opposite affect which is exclusioninstead of inclusion. Inclusion typically denotes safety whereas social rejection or exclusionsignifies danger or a sense of inferiority or unworthiness, this is definitely the way Gogolfeels, which increasingly is affecting his wellbeing given the serious social consequences of individuals who perceive themselves as victims of rejection, isolation and ostracism.Gogols struggle with his identity is the focus for the novel. Gogols name becomes a symbolfor this difficulty. Changing his name to Nikhil allows him to feel that that he can escape alife to which he does not belong.Our visual text

My Big Fat Greek Wedding

we see not belonging by a certain person withinher family. The concept of belonging to a family is shown extremely well throughout themovie. We see that Tula is unhappy about being Greek. We see this when she is growing upand when at school. Her eating Greek food and attending Greek school are the main factorsthat show her discomfort in belonging to the Greek culture which her family embraces inheavily ignoring the way of the American life however this is not what Tula really wants shedoesnt to be different but wants to be part of the dominate culture which is American.In my

Big Fat Greek Wedding

we experience a sense of belonging which emerges fromTulas family however little from Ians family. In the movie we clearly see a concept of belonging to a community. The concept of belonging is conveyed through therepresentations, ideas, places events and societies that they encounter until they getmarried were they truly belong to two communities.Tula has no control over where she belongs. Families are the primary intuitions of belongingand they link us to our communities, societies and nations. However we see that Tula lacksbelonging to a family as she is different and is not up to her fathers expectations. This allchanges after the Wedding, we see that both couple are accepted by both parents. Ian eventhough not being born a Greek belongs to Tulas family and her father buying them a house,shows the love and affection he has for them both.

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