band 6 essay structure

How to Write a Band 6 Essay

Every year 11 and 12 student has essay writing as a crucial element of their matriculation. English is a compulsory subject for students completing both the HSC and IB, with essays the prominent feature of both English courses. For HSC students, you should be aiming to write Band 6 level essays (the highest mark bracket), and IB students should aim to achieve 7’s (Band 6 equivalent) in their essays. 

TutorTime’s top tips to writing a Band 6 Essay:

• Create a thorough and sophisticated essay plan 

What’s your initial reaction to the question? Do you agree, and if so, why? Do you disagree, and if so, why? Don’t try to fabricate the correct response in line with the paragraphs you have prepared.  

Don’t be afraid to disagree with the question, or to agree partially. The best essays have sophisticated theses. Markers don’t want you to completely agree with the question.  

Think about the wider context. If you come to a conclusion, e.g. Eliot characterises the individual experience as depressing, ask yourself why he does this. Remember, in English everything is a metaphor or emblematic of something bigger. Even if it seems silly, conclude that your themes are metaphors for “the greater…”. This is how you can turn themes into techniques.

• Understand the rubric 

For HSC students, you should have a thorough understanding of the rubric for each module. These can be located on the NESA website. You may want to make a mind map out of the key rubric words. Band 6 essay’s integrate rubric words and phrases into their theses and throughout the essay. 

• Answer the question

This may seem obvious, but many students underestimate the importance of answering the essay question not just once, but constantly and consistently throughout their essays. A trick you may want to try is to write the question in big font and place it next to your laptop so you ensure you are constantly referring back to what is being asked. Reread your essay every time you add a new paragraph to make sure it answers the question.

• Use your paragraphs to take the marker on a journey 

Each paragraph of your essay should discuss your thesis and the essay question at a different angle. For example, if your thesis is “Shakespeare’s Romeo and Juliet suggests love is an overwhelming human experience”, your first paragraph could interrogate the overwhelming experience of love from the perspective of the individual, your second paragraph could offer the perspective of the collective, and your third paragraph may take an entirely different approach and discuss the possibility that love is not an overwhelming experience. 

This technique is called playing devil’s advocate, and the most sophisticated essays often include a paragraph that considers an idea contrary to their thesis. However, if you decide to do this, you must include a sentence or two (with evidence) that explains why this in fact isn’t the case. This ensures that you do not contradict yourself. 

• Choose strong evidence and techniques 

Texts often have many pieces of evidence that can be used to substantiate the same piece of analysis. This allows you to choose the strongest one. Avoid cliché or overused pieces of evidence – for example, an essay about Hamlet should not analyse the quote “to be or not to be” as markers have read this a thousand times before. 

The techniques that you use alongside your evidence should be the strongest ones available. This means that you should prioritise complex techniques such metaphor, pathetic fallacy and enjambment over simple and unimaginative techniques such as visual imagery or evocative language. 

• Avoid repetition and rephrasing the question

Band 6 essays are not repetitive – every word is there because it enhances the argument in a nuanced manner. To avoid repetition, ensure you edit your essay thoroughly. This could include printing it out and going through it with a highlighter, or reading your essay out loud. 

A common mistake students make is to simple rephrase the essay question in their introductions, conclusions and topic sentences. 

For example, if your essay question asks: “Othello, most of all, is a play about a man’s never ending struggle to keep chaos at bay.” To what extent do you agree?

A Band 3-4 essay would start by rewriting the question. However, a Band 6 essay may read: “The personified notion of chaos exists to disrupt, penetrating the individual’s inner psyche to corrupt their morality”. 

Notice that the above sentence does not include the text. You may want to try this in your own essays, starting with a general sentence about the key idea and using your second sentence to introduce your text and author. 

If you or your child is struggling to understand any of the above content or require further advice, contact TutorTime today to book a TutorTime tutor. 

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How to craft a Band 6 Mod A Textual Conversations essay

Your Ultimate Guide to writing a comparative band 6 essay for Module A Textual Conversations. Read along as we break down exactly what the markers are looking for from central ideas to essay structure.

4 months ago   •   6 min read

Ever wondered what sets a Band 6 essay apart from a 5? Turns out it's not about how fancy your writing sounds. Demonstrating a nuanced understanding of context through a clear structure and strong central themes makes all the difference in crafting the perfect Mod A essay.

What are markers looking for?

In Module A, markers want you to bring your own ‘ considered personal perspective ’ to the texts you study. This involves recognising the influence of two key things:

• Resonances , which just refer to themes, motifs, and values that texts share.
• And Dissonances , which are places where the ‘child text’ has reframed or reappropriated themes from its ‘parent text’. This also includes places where they’ve diverged completely.

By using this comparative framework to analyse metaphorical ‘textual conversations’ (the way literature interacts), we are then able to make our own judgement on how other texts, contexts, and values enhance our perspectives and shape our compositions.

But where should you start?

A Strong Thesis

Engaging thoroughly with the essay question from the beginning is vital to standing out in the marking centre. This means not memorising one essay word for word. First, distil an original take on your texts by brainstorming a succinct, conceptual thesis. These can be easily moulded to any question type, whilst retaining the ability to get specific enough to dissect the intricacies of a super niche stimulus.

Make this robust by adapting your perspective to different questions, experimenting with arguing ideas in unique ways, and expounding other themes that support your original idea.

Practice creating quick essay plans alongside these, sticking to the keywords from the rubric, and you will make your responses stronger by learning to thoroughly answer the question. You’ll also become more flexible and better at creating well-supported arguments on the go.

Good Analysis

Analysis is the cornerstone of your essay, and good analysis is always embedded in context. So get to know it inside and out! This is because understanding the author’s world is critical to understanding why and how they have portrayed certain themes in specific lights. If you were studying Plath’s ‘Ariel’ alongside Hughes’ ‘Birthday Letters’, for example, you might reflect on the way the context of Postmodernism develops the theme of self-liberation in their poems;

“ …The two perspectives thus resonate in a Postmodernist dissection of self to reveal that Plath could only be liberated from her father and other patriarchal forces through the purging of her physical body, ultimately seen in her death.”

This post-analysis integration of context is fundamental to showing that you have considered the effects of the authors’ worlds on their writing and of your world on your understanding.

Regarding evidence itself, look for and categorise quotes according to their specific theme, value, assumption or perspective. This anchors analysis within its context, but also makes formulating arguments easier. Quotes should have clear literary techniques, demonstrating the impact of form and style, to explicitly show motifs, allusions and intertextuality. Consider how themes are mirrored, aligned, or different in the two texts. Remember, markers prefer well-developed arguments with strong evidence to complex arguments that have no support.

You might like to organise your analysis when drafting your arguments like this:

Divided vs. Integrated Structures

Divided Structures

There are two ways to organise your analysis. The first is a divided structure - using four paragraphs to discuss two themes, making it easier to analyse them in depth. This method often leads to a higher word count, as you need to work harder to make integrated links between texts. Helpfully though, the shorter paragraphs make the structure super clear, and generally, this improves the clarity of your argument.

Here is an example structure that could be used to frame your specific thesis:

Integrated Structures

The second is an integrated structure. This uses three themes to create three paragraphs that include equally weighted evidence from both texts. For most students, this makes framing the directly comparative nature of Module A easier, and allows for a more seamless textual conversation to emerge in support of your thesis. This means you can avoid restating prior arguments, but tackling two texts can still make paragraphs chunky, leading to shallow analysis for the sake of brevity. If you stick to a clear structure like the one below, this won’t be an issue.

Both structures have band six potential, so long as they are packed with quality analysis that is embedded in context, filled with consistent links and interacts with the question.

Don’t stop there! - Edit, Edit, Edit.

Editing is crucial to the essay development process. Any good essay has been carefully drafted, rewritten and reviewed numerous times - but how do you do that?

• Once you finish drafts, leave them for about 8 hours (or a solid night’s sleep) and then come back to them with fresh eyes to pick up things you missed.
• Read it out loud - this automatically highlights any cohesion or flow issues.
• Use words from the rubric - it’s there to help.
• Signpost your structure with clear linking and concluding words.
• Print out essays and annotate them by hand. Look for sentences that are too long, repeated words or phrases, and any word count-wasting rambling where you’ve lost sight of the question.
• Get a second opinion! Have a friend or teacher mark it thoroughly, pointing out areas that could use restructuring or clarity.

Frequently Asked Questions (FAQs)

How many words should i be writing in an essay.

Realistically, 40 minutes isn’t tonnes of time to demonstrate everything you’ve learnt in this module, so keep it succinct, and don’t try to do too much. Essays should be between 800-1200 words, depending on your writing speed.

How can I get faster at writing?

One word - practice:

• Handwrite your draft analysis and class notes.
• Copy pre-written paragraphs for speed.
• Write regularly from memory.
• Do writing time-tests.
• Find a pen that works for you! It makes all the difference.

Are my paragraphs the right length?

Paragraphs should be roughly even to show the breadth of your understanding. The sweet spot is around 4 quotes/250 words (divided) or 5-6 quotes/330 words (integrated). More words means more writing time, so consider cutting down on filler phrases, or restructuring lengthy arguments.

Written by KIS Academics Tutor for HSC English, Maths, Physics, and Chemistry, Waveney Wood. Waveney is currently pursuing a career in medicine and has received stellar reviews from her past KIS academic students. You can view Waveney’s profile here and request her as a tutor.

Want more personalised study guidance? A private tutor can make the biggest difference!

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IELTS Essay Samples of Band 6

• 12 Comments
• IELTS Essays - Band 6 , IELTS Writing Samples

Here you can find IELTS Essay samples of Band 6, written by students and graded by an IELTS teacher.

The topic of each essay appears when you hold the mouse over the link. Every essay is checked, marked, has comments and suggestions. Hold the mouse over to see suggested corrections. The teacher’s summary is at the bottom of each essay.

IELTS writing – sample essay 1 IELTS writing – sample essay 2 IELTS writing – sample essay 3 IELTS writing – sample essay 4 IELTS writing – sample essay 5 IELTS writing – sample essay 6 IELTS writing – sample essay 7 IELTS writing – sample essay 8 IELTS writing – sample essay 9 IELTS writing – sample essay 10 IELTS writing – sample essay 11 IELTS writing – sample essay 12 IELTS writing – sample essay 13 IELTS writing – sample essay 14 IELTS writing – sample essay 15 IELTS writing – sample essay 16 IELTS writing – sample essay 17 IELTS writing – sample essay 18 IELTS writing – sample essay 19 IELTS writing – sample essay 20 IELTS writing – sample essay 21 IELTS writing – sample essay 22 IELTS writing – sample essay 23 IELTS writing – sample essay 24

Note: the essays are checked by an IELTS teacher, not an IELTS examiner or examiner trainer. All the bands are approximate.

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I am very interested in essays because I am bad at of this.when teacher gives homework I never get topscore .

I am requried writing 6.5 you can help me

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Build a Corporate Culture That Works

There’s a widespread understanding that managing corporate culture is key to business success. Yet few companies articulate their culture in such a way that the words become an organizational reality that molds employee behavior as intended.

All too often a culture is described as a set of anodyne norms, principles, or values, which do not offer decision-makers guidance on how to make difficult choices when faced with conflicting but equally defensible courses of action.

The trick to making a desired culture come alive is to debate and articulate it using dilemmas. If you identify the tough dilemmas your employees routinely face and clearly state how they should be resolved—“In this company, when we come across this dilemma, we turn left”—then your desired culture will take root and influence the behavior of the team.

To develop a culture that works, follow six rules: Ground your culture in the dilemmas you are likely to confront, dilemma-test your values, communicate your values in colorful terms, hire people who fit, let culture drive strategy, and know when to pull back from a value statement.

Start by thinking about the dilemmas your people will face.

Idea in Brief

The problem.

There’s a widespread understanding that managing corporate culture is key to business success. Yet few companies articulate their corporate culture in such a way that the words become an organizational reality that molds employee behavior as intended.

What Usually Happens

How to fix it.

Follow six rules: Ground your culture in the dilemmas you are likely to confront, dilemma-test your values, communicate your values in colorful terms, hire people who fit, let culture drive strategy, and know when to pull back from a value.

At the beginning of my career, I worked for the health-care-software specialist HBOC. One day, a woman from human resources came into the cafeteria with a roll of tape and began sticking posters on the walls. They proclaimed in royal blue the company’s values: “Transparency, Respect, Integrity, Honesty.” The next day we received wallet-sized plastic cards with the same words and were asked to memorize them so that we could incorporate them into our actions. The following year, when management was indicted on 17 counts of conspiracy and fraud, we learned what the company’s values really were.

• EM Erin Meyer is a professor at INSEAD, where she directs the executive education program Leading Across Borders and Cultures. She is the author of The Culture Map: Breaking Through the Invisible Boundaries of Global Business (PublicAffairs, 2014) and coauthor (with Reed Hastings) of No Rules Rules: Netflix and the Culture of Reinvention (Penguin, 2020). ErinMeyerINSEAD

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How To Write a Band 6 Worthy Visual Arts Extended Response

Writing a Visual Arts extended response can sometimes be the least of your worries, especially with the Visual Arts major work at hand.

However, it’s important to note that the HSC Visual Arts exam makes up 50% of your subject mark, which makes it important to know how to write a solid Visual Arts extended response!

But it doesn’t need to be as daunting, and confusing, as a lot of students make it out to be!

Let’s dig into how to write a Band 6 worthy Visual Arts extended response with this step by step guide!

What Makes a Band 6 Visual Arts extended response?

In order to write a Band 6 Visual Arts extended response you’ll need to know what one looks like, which we can do in two ways.

The first is to read a Band 6 Visual Arts extended response, which you can find here .

The other, more effective way is to read over the HSC syllabus and find out exactly what criteria you need to fulfil to receive a Band 6.

This way you know exactly what markers are looking for and what you need to include in your own writing in order to get the marks you want.

Though the individual questions of the HSC paper aren’t graded in bands, we’ll take the highest mark range (A) as being equal to a Band 6.

This is the criteria we have to meet in order to place in that mark range:

Let’s break it down into simpler terms:

• Presents an idea that makes sense and has evidence, but can show that other ideas are also valid
• Covers all parts of the idea while keeping it linked to the question
• Uses example artists and artworks to back up the idea
• All ideas make sense and go into detail, are complex

Essentially this means that in order to get high marks , your Visual Arts extended response has to focus on one central idea (usually given in the question) by looking at different ways of exploring the idea. 

You also have to make sure to reference artists and artworks (at least 2 artists, at least 2 artworks each) to act as ‘evidence’ of whatever points you make.

It’s also important to remember that, like any essay, you have to remember your English skills – structure, sophisticated language, sentence flow, etc. are all important.

Your response is focused on Visual Arts, but any essay should be written as if you’re trying to impress an English teacher.

Aiming for a Band 6? Need some tailored feedback on your writing? Take a look at how our tutoring support in Bankstown can enhance your results!

Step 1: Choose Your Artists

The most important thing you have to bring to any Visual Arts extended response is your own knowledge of key artists and some of their artworks.

This means you’ll have to do a bit of research in class or in your own time to make sure your knowledge of these artists and works is in-depth and complex – you can’t just know that Van Gogh painted “that one picture of some stars and stuff”.

To write a strong Visual Arts extended response, you’ll need to write about at least 2 artists and at least 2 of each of their artworks (4 artworks all up).

Essentially 1 paragraph per artwork, per artist. This helps you structure your response, but is also central to making it a “complex” essay with “evidence/cases” as examples.

It’s much easier to write about what you care about, so go ahead and choose artists you like (but make sure they’re good, well-documented artists too).

Note: The goal is that by the end of the year you’ll know at least 2 artists and 4 artworks well enough to write about totally on-the-fly.

It’s also important to remember that you’ll be comparing and contrasting these artists, so choose two that share some similarities but are also different, and/or who come from different contexts.

A good idea is the “Idea vs. Practice” rule: if you want to focus on two artists who explore similar ideas, choose ones with very different practices, or vice versa. This way you’ll always have something to compare and contrast.

For example, have a look at Frida Kahlo and Del Kathryn Barton – they’re two artists who look closely at the notions of womanhood and femininity, however express it in completely different ways.

When studying artists, consider their artworks, practice, ideas and context:

• Artworks – which specific works of theirs will you write about?
• Practice – how do the create art? Materials, process, etc.
• Ideas – what topics or themes do they explore and how?
• Context – what time, place and society did they make art in?

This not only helps you understand the artist better, it also gives you a quick way to link everything back to the frames!

Artworks and practice are the structural frame, ideas are the subjective frame and context is the cultural frame .

This way you’re looking for information that will specifically help you write extended responses without falling into the trap of just grabbing whatever info looks most interesting and hoping for the best.

To break down specific artworks, simply use the frames:

• Structural – how is the work made? What does it look like?
• Subjective – how does it make you feel? What ideas does it reflect?
• Cultural – what time, place and society does it reflect?
• Postmodern – is it a take on an already existing work? Why/how?

Try to choose artworks that set the artists apart in some way – if they were known for a particular style or practice, focus on that.

Note: Be careful not to choose an artist’s most famous or popular work, as markers tend not to be impressed by obvious or ‘easy’ artworks.

Also remember to choose two artworks that are different for each artist – don’t choose two self-portraits by Picasso because they won’t give a “complex insight” into his work as an artist.

Let’s look at an example of two artworks by Henri di Toulouse-Lautrec below. 

These two artworks by Henri di Toulouse-Lautrec show his focus on creating art of French women, specifically dancers at the Moulin Rouge, but two very different styles he used to explore the idea.

One of the best ways to build up your knowledge of important artists and artworks you may want to use in your responses is to fill out one of these cheatsheets whenever you learn about a new artist.

Obviously you’ll have to go into more detail if you want to write a strong response, but this is a good way to condense your information for quick recall!

Step 2: Choose a Question

In the HSC you’ll be given six questions worth 25 marks each to choose from when it comes to writing your extended response, but you only have to answer one.

There will be 6 questions, including:

• 2 x Frames questions
• 2 x Conceptual framework questions
• 2 x Practice questions

I’ll be completely honest with you; the frames based questions are always the easiest.

You know the frames well and have been talking about them since Year 7, making them by far the easiest to answer, but also the most popular questions.

If you choose to answer one of them you’ll most likely be choosing the same question as thousands of other students, which is fine so long as you can produce an awesome Visual Arts extended response!

The conceptual framework questions are trickier, because you have to really understand the framework to answer them fully.

Of course, you won’t have as much competition here, so if you study the framework hard in the lead up to the HSC you can easily pull off a great answer to an essay question here.

Practice questions tend to trip people up the most because they forget that they have to be focused on the practice , rather than the artwork itself.

This means you have to know the nitty-gritty details of exactly how the artist makes their artworks, specifically the works you’ve chosen to write about, but if you know the technical stuff you can smash these questions out of the park.

Unfortunately that’s where the predictions end, because every question is different and asks you to respond in a different way.

This means that you’ll need to be able to break down questions in order to know exactly how to answer them. Let’s grab an example from the past paper above.

By pulling out key phrases and words we can quickly break down exactly what the question is asking and what marker will want to see.

“With reference to this statement”

Whenever you’re given a quote, USE IT! Stick it at the end of your paragraphs as a link back to the question, quote it in your idea statements, relate it to the artists and artworks you’re writing about. The quickest way to lose marks is to forget to use/mention the quote in your response.

“Analyse how and why”

These are the ideas you’ll be exploring in your response – how your artists/artworks do something (e.g. through symbolism, use of colour, mixed media, etc.) and why they do something (e.g. to get audience reactions, to create emotion, to raise awareness, etc.). Make sure to discuss both the how and the why.

“Approaches other than realism”

This is what you’re going to be analysing the how and why of – styles other than realism (e.g. cubism, surrealism, caricatures, etc.). This doesn’t mean you can’t talk about realism, just that you need to talk about other styles too! For example, you may discuss how one artist uses realism to reflect real world issues, while another artist uses surrealist imagery to do the same thing. This is why it’s so important to choose artists who have difference, as it’s highly unlikely you would have chosen two artists who both work in a realistic style.

When it comes to actually answering the question you simply need to go through each artist and artwork one by one, looking at how they individually relate to the question and to each other.

For example, you may discuss how “Artwork A shows the value of realism, which contrasts Artwork B’s use of a cartoonist style to the same end, showing that ‘Art does not need to imitate life’ but it often does anyway.”

The best way to set yourself up for a Band 6 in a Visual Arts extended response is to choose the question you can answer best.

This means not going for the hard or impressive questions, or necessarily the easiest ones, but whichever one your artists, artworks and own writing style best suit.

Naturally, the only way to figure this is out is to write practise essays.

Practice essays are the only sure-fire way to:

• Figure out which question style you answer best
• Improve your extended response writing skills
• Get to know your artists and artworks super in-depth

By writing a whole bunch of practice essays (or essay plans) you’re able to really prepare yourself for writing a real Visual Arts extended response, and that way work out all the little issues you may end up having on the day.

Plus, repetition is the best way to memorise, so by the time you’ve written a few practice responses you’ll know your artists and artworks inside out!

Step 3: Consider the Frames and Conceptual Framework

Once you know what the question is asking and what artists and artworks you’ll use to answer it, you need to start thinking about what evidence you’ll use.

Whatever opinion, idea or argument you put forward in your Visual Arts extended response, everything you say needs to be backed up with artistic evidence, just like using quotes from texts in English essays.

The easiest way to find evidence? The frames and conceptual framework.

For a refresher on what each of these are and what they look at check out this article , but the chart and mind map below basically sum it up.

Conceptual Framework

To provide evidence for a point, all you need to do is talk about how it relates to one of the frames or the conceptual framework, then link it back to the question.

This means that any time you reference the materials used to make an artwork, how the artwork makes audiences feel, what time the artists lived in and how the artwork reflects the world around it you’re basically giving evidence!

Let’s have a look at a partial sample from a Visual Arts extended response from the earlier question.

This example references a few key points that link back to the frames, the conceptual framework, and the question.

• “thin, jagged lines” – structural; how the work looks
• “sense of fragility and brittleness” – subjective; how it makes you feel
• “something has been damaged” – subjective; how it makes you feel
• “figure of a young, forlorn looking girl” – structural; how the work looks
• “audiences question if” – conceptual; how audiences and artwork relate
• “art doesn’t have to imitate life” – use of quote from question
• “non-realistic works to real-life experiences” – link to question

These are only small parts that link to the frames and conceptual framework, but by building them up throughout a full Visual Arts extended response you’re able to pack a whole lot of evidence into an essay!

Step 4: STEEL

Here’s where your English know-how comes into major play – it’s time to actually write your response!

Think of it as being just like an English essay, only instead of a text you’re looking at an artwork, and instead of literary techniques you’re using artistic ones!

STEEL is made up of:

Introduce what your paragraph is about.

This should include which artwork and artist you’re discussing, as well as how you’re relating them back to the topic/question.

You may also want to include the year the artwork was made, its materials or other relevant information.

Now’s the time to mention what artistic techniques, materials or process have been used and start bringing in some of your evidence.

You may reference specific elements and principles of design , the frames, the conceptual framework, etc.

If it’s a practice-based questions (or you’re talking about practice) you can focus more on the materials used, how they were used, what styles and processes were used in the work, etc.

This is where you go into artwork specifics and give your evidence of how the techniques is used by the artist in their artwork.

For example, if your technique was colour, talk exactly about how the artist has used colour – are the colours bright or muted? Are the complimentary or analogous? Is there colour symbolism involved?

Staying specific, this is the ‘why’ of your paragraph – basically telling us why all of the stuff you’ve already said is important.

Talk about how the techniques used in the artwork impact the artwork’s meaning, how audiences view it, etc.

Make sure to keep this section on-topic and focus on how all of these ‘effects’ tie back to the idea/topic presented in the original question.

Finally, link everything you’ve said to the other artworks/artists you have talked about/will talk about, and then link it all back to the question.

Let’s try an example!

Question: “’If I could say it in words, there would be no reason to paint.’ – Edward Hopper. Discuss this statement with reference to how artists communicate concepts using a visual language.”

So there you have it – a step by step guide to an awesome HSC Visual Arts extended response! We’ve given you all the elements you need to succeed, but now it’s up to you to get to work and start honing your skills.

Rome wasn’t built in a day, and neither will your writing skills be, so you’ll need to grab a few past paper questions and start trying out the skill you’ve learned here.

By adding all these elements together and editing your work to make sure it flows smoothly and sounds sophisticated you’ll have a band 6 Visual Arts extended response ready to go in no time!

So here’s a question for the road; choose your favourite artists, some awesome artworks and get writing!

Try using our HSC Visual Arts Essay Scaffold , combined with the STEEL technique to structure your response!

On the hunt for other HSC Visual Arts resources?

Check out some of our other articles/guides below!

• The Master List of HSC Visual Arts Practice Papers

Finding Inspiration for Your HSC Visual Arts Major Work

• How to Write Effective HSC Visual Arts Study Notes
• How to Nail HSC Visual Arts Section 1 by Using a Scaffold

How to Write a HSC Visual Arts Essay Using a Scaffold

Looking for extra help with hsc visual arts, we pride ourselves on our inspirational hsc visual arts coaches and mentors.

We offer tutoring and mentoring for Years K-12 in a variety of subjects, with personalised lessons conducted one-on-one in your home or at our state of the art campus in Hornsby!

To find out more and get started with an inspirational tutor and mentor get in touch today!

Give us a ring on 1300 267 888, email us at [email protected] or check us out on Facebook !

Maddison Leach  completed her HSC in 2014, achieving an ATAR of 98.00 and Band 6 in all her subjects. Having tutored privately for two years before joining Art of Smart, she enjoys helping students through the academic and other aspects of school life, even though it sometimes makes her feel old. Maddison has had a passion for writing since her early teens, having had several short stories published before joining the world of blogging. She’s currently studying a Bachelor of Design at the University of Technology Sydney and spends most of her time trying not to get caught sketching people on trains.

• Topics: 🎨 Visual Arts , ✍️ Learn

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