Give your child a valuable advantage this winter break with our Winter Holiday Course!
May 20 2025
Boost your skills and confidence this winter break! 🔥
Pre-Uni New College is running a special winter holiday course from 7th July to 18th July.
This is a great opportunity for K-6 students:
Boost their academic skills in core subjects like maths, reading, writing, and critical thinking.
Gear up for upcoming tests with confidence. Whether it’s NAPLAN, selective school, and OC placement tests. It will equip them with the knowledge and strategies.
Solidify a strong foundation for the new term. By tackling core concepts early on, they’ll enter the next term feeling prepared and ready to excel.
Courses Tailored for Each Year Level
Year 6
Get ready for a smooth transition to Year 7 with essential topics in English and maths.
Years 4 & 5
Build a strong foundation and gain a head start on selective school exams.
Year 3
Prepare for the 2026 OC exam with our intensive courses designed to maximise success.
Year K-2
Solidify the building blocks of learning and gain confidence to excel in the new term.
The competition is open to students in Years 2 to 5 who enrolled in Term 2 WEMT/WEMG course at Pre-Uni New College.
How to enter the competition
Submit a detailed book review of your Term 2 WEMT/WEMG novel through the ‘Book Review Competition’ menu on Cyberschool. Entries will be evaluated based on your comprehension of the book and writing skills. Make sure to highlight your unique voice and perspective—we’re looking for originality and insight!!
📕 Novel List for 2025 Term 2 Book Review Competition
Year 2 WEMT/WEMG
Year 3 WEMT/WEMG
Year 4 WEMT/WEMG
Year 5 WEMT/WEMG
Dot and the Kangaroo By Ethel Pedley
The Story of Doctor Dolittle by Hugh Lofting
The Wonderful Wizard of OZ by L. Frank Baum
The Adventures of Tom Sawyer by Mark Twain
📌 Competition Closing Date
All entries must be submitted by Saturday, 26th July 2025.
🏆 Prize for Winners
Winners will be announced in September 2025. The winning entries from each grade will be awarded a $100 tuition credit that can be used for enrolling in either holiday or regular term courses at the Pre-Uni New College branch where it was issued.
※ Rules & Conditions
For more information, please read the rules and conditions of the competition on Book Review Competition Page
Boost Exam Confidence: Try the Special Practice Test for Free on Cyberschool
Great news for Year 4& 6 students preparing for the OC/Selective School exam!
May 09 2025
In order to ensure our Year 4&6 students remain actively involved in their preparation for the OC/ Selective school exam, we offer eligible* students with a Special Practice Test at no cost.
This test is a valuable opportunity to boost exam readiness through realistic practice and self-assessment. Access is available until Sunday, 25th May 2025.
Who Can Apply:
Year 4&6 students who have enrolled in any of the 2024 or 2025 WEMT, OCTTC, STTC or ASAT are eligible to apply for the test at no cost.
Test Availability:
Upon registration, you can access the tests which are available from 18th April until Sunday, 25th May 2025.
How to Take the Test:
1.Go to the test dashboard by clicking the Selective Special Practice menu on Cyberschool. 2.Choose the desired test and subject and click on “Start” to begin the test. 3.Once completed, click the “Finish” button to submit the test.
Test Results & Review
Upon completing the test, you can view your test score on the test dashboard. If you wish to review the test questions, simply click on the blue ‘Test Review’ button located below your test score. This will allow you to go through the questions and assess your performance.
PLEASE NOTE
The Selective Special Practice Test is designed to be self-paced, and no additional resource and no teacher support will be provided. Therefore, we highly encourage parental support and guidance during this test period to ensure the best possible outcome for your child.
The test schedule may subject to change any time without prior notice.
Conditions of the test
To eligible to apply for this test, students must be in Year 4&6 in 2025 and enrolled in any of the 2024 or 2025 WEMT, OCTTC, STTC or ASAT.
The test is available from 18th April until 25th May 2025.
Please note that the questions included in the test are intended solely as a reference and for the purpose of revision.
We do not guarantee that the questions presented in the test correspond with the question types that may arise in the selective school exam.
Terms and conditions of this test may be subject to change without notice.
Years K–6 students will complete their term tests in Week 8
May 07 2025
As part of the Term 2 coursework (6+/WEMT/EMG/EM), Years K–6 students will complete their term tests in Week 8. These assessments will measure their understanding of key learning objectives, and results will be used for reporting purposes.
📌 Test Details:
Test Period:14 – 20 June 2025 (Saturday – Friday)
Format: Online tests via Cyberschool. All questions are multiple-choice, except for writing tasks.
Writing Submission: Marks will not be awarded for irrelevant writing or copied work.
No Catch-Up Tests: Ensure all tests are completed within the test period.
Test structures vary by grade – see the breakdown below.
✏️ Test Structure:
Test Grade
English
Maths
Writing
Thinking Skills
Year 6 (6+)
30 questions in 30 minutes
30 questions in 30 minutes
One writing task in 30 minutes
N/A
Year 5 WEMT
30 questions in 30 minutes
30 questions in 30 minutes
One writing task in 30 minutes
25 questions in 30 minutes
Year 4 WEMT
30 questions in 30 minutes
30 questions in 30 minutes
One writing task in 30 minutes
25 questions in 30 minutes
Year 3 WEMT
30 questions in 30 minutes
30 questions in 30 minutes
One writing task in 30 minutes
20 questions in 30 minutes
Year 2 WEMT
30 questions in 30 minutes
30 questions in 30 minutes
One writing task in 60 minutes
20 questions in 30 minutes
Year 1 EMG
20 questions in 30 minutes
20 questions in 30 minutes
N/A
General ability: 20 questions in 30 minutes
Year K EM
15 questions in 30 minutes
15 questions in 30 minutes
N/A
N/A
📌Test Results & Reports
Test reports will be emailed to parents at the end of Term 2 and will include: • Total marks and achievement level • Comprehensive comments on test components • Special Online Quiz (S.O.Q) scores
To ensure S.O.Q scores appear on the report, students must complete all S.O.Q quizzes by 20 June 2025.
💻 How to Complete Online Term Tests
Follow these steps to complete your online term tests on Cyberschool:
Log in to Cyberschool during the test period.
Navigate to ‘Term Test’ in the sidebar.
Read and accept the Conditions of Use.
Select your subject and click ‘Start’.
Follow instructions, answer questions carefully, and monitor the timer.
Click ‘Finish’ and confirm submission.
Repeat for all remaining subjects before the deadline.
✔️ Test Review & Report Download
Students can review incorrect answers in Mathematics, Thinking Skills (WEMT), and General Ability (EMG) between7 – 13 July (Monday – Sunday) 2025. The system will display up to 10 incorrectly answered questions, along with detailed explanations
How to Review Online Term Tests
Log in to Cyberschool during the review period.
Go to MY COURSES > [Course Name] > Term Test Review in the sidebar menu.
Agree to the terms and select the test subject (Maths, T.S., or G.A.).
Click on a question number to see the question and explanation.
Download Your Term Test Report:
A PDF report will be available during the review period. Navigate to MY COURSES > [Course Name] > My Result, then click to download.
❓ Common Questions
Q.My test review isn’t showing up! What’s wrong? A. If you haven’t taken the test yet or your results haven’t been graded, you won’t see any questions. If you answered all the questions correctly, you also won’t see a review. Finally, the review is available only during a specific timeframe (7 days) after the term finishes. Q. I can’t find the specific question I want to review. A. The review only shows the 10 most challenging maths and thinking skills (general ability for Year 1) questions you missed. If the question you’re looking for wasn’t one of the hardest 10, it won’t be there.
How Can Students Sitting the Test on Different Days Be Assessed Fairly?
― The Role of Equating and Standardisation in Large-Scale Exams
May 06 2025
One common concern among parents is how students who sit different versions of a test—sometimes even on different days—can be compared fairly. This question has gained particular attention since the NSW Opportunity Class (OC) and Selective High School Placement Tests moved to a computer-based format.
This article outlines how test-score adjustment (equating) and standardisation are applied in large-scale assessments worldwide.
Please note that the NSW Department of Education (DoE) has not publicly released the exact methods used in the OC or Selective exams. The explanations that follow therefore describe generally accepted practices, along with their strengths and limitations.
If you skim the opening and it still feels confusing, please don’t worry—this piece is meant as light, background reading, not a technical manual.
1. Why Use Multiple Test Versions?
In very large cohorts it is rarely practical—nor secure—for every candidate to sit precisely the same paper at the same time. Computer-based delivery therefore often employs multiple versions spread across several sittings. The main reasons are:
Stronger security – reduces the risk of item exposure and allows for legitimate re-sits.
Operational flexibility – schools and centres can book sessions that suit local timetables.
Fairness – score-adjustment methods allow results from different versions to be compared on the same scale.
2. What Are Equating and Standardisation?
◼️ EQUATING (TEST-SCORE ADJUSTMENT)
Purpose – to neutralise difficulty differences between versions.
Process – each test form (e.g. Form A and Form B) contains anchor items that appear in both forms.
Suppose candidates average 80 % correct on the anchors in Form A but 70 % in Form B. Form B is deemed harder. Consequently, a candidate with 27 correct in Form B may be equated to a candidate with 30 correct in Form A.
Example
● Mohan (Form A): 30 raw correct answers. ● Wang (Form B): 28 raw correct. ● After equating, Wang’s 28 equates to 30 on the Form A scale, as Form B was harder.
▶ Simple Explanation
Mohan’s version of the test (Form A) turns out to be a bit easier. He answers 30 questions correctly.
Wang’s version (Form B) is trickier, so even though he works hard he manages 28 correct answers.
Think of it like basketball hoops: Mohan is shooting at a hoop 2 metres high, while Wang has to aim for one 2.5 metres off the ground. Because Wang’s hoop is higher, the umpire decides he deserves a little bonus for every shot he sinks. After the adjustment, Wang’s raw score of 28 is lifted by 2 bonus points, making his equated score 30—now both friends are level. That whole balancing act is what exam experts call equating.
◼️ STANDARDISATION
Purpose – to place the adjusted scores on a common reporting scale so candidates can see where they stand within the whole cohort.
Process – the equated scores are fitted to a standard-score distribution with a mean of 60 and a standard deviation of 12. These standard scores are then converted to a 0–100 reporting scale for publication.
Continuing the Example
● Both Mohan and Wang now have an equated mark of 30. ● If the overall mean is 28 and the standard deviation is 4: ● Standard score = 60 + ((30 – 28) ⁄ 4) × 12 = 66. ● That standard score might then be mapped to a public score of 82 / 100.
▶ Simple Explanation
Next, the exam team wants to show where Mohan and Wang sit among all the students who took the test. To do that, they convert everyone’s equated scores to a common scale with an average (mean) of 60 and a spread (standard deviation) of 12. It’s a bit like turning centimetres into star points so the numbers are easy to read at a glance.
Suppose the overall mean for the cohort is 28 and the standard deviation is 4. Because Mohan and Wang have equated marks of 30, which is two points above the mean, they each receive a standard score:
Standard score = 60 + (30 – 28) ÷ 4 × 12 = 66
To make reports even clearer, that standard score of 66 is finally re-labelled on a 0–100 scale, ending up at about 82/100.
That’s all equating and standardisation really do—one adds the right bonus, the other uses a common measuring stick—so no matter which day you sat the test, your result means the same thing.
3. Where Is This Method Used?
Equating and standardisation are routine features of many international tests, including:
SAT (USA university entrance) – each sitting has a different form; equating ensures, for example, that 540 means the same whichever month it is earned.
ACT (USA college readiness) – anchor items and psychometric modelling equate multiple forms.
NAPLAN Online (Australia) – an adaptive design selects questions dynamically; scores are subsequently adjusted so all test pathways share a common scale.
4. Advantages
Comparable scores – candidates are judged on the same metric even if they answered different questions.
Flexible scheduling – tests can run over multiple days and still remain comparable.
Better security – limits the impact of leaked content or pre-knowledge of questions.
5. Limitations
Standard error of measurement – every mark carries ±2–3 points of statistical noise.
Fine-cut selection pressure – in rank-order systems with fixed places even small equating variations can influence outcomes near the cut-off.
Higher complexity and cost – designing, trialling and analysing multiple forms demands more psychometric expertise and resources.
6. Take – Home Message
Equating and standardisation are internationally accepted tools for keeping large-scale testing as practicable when multiple versions are used. They do not remove all uncertainty, but they greatly reduce any systematic advantage tied to sitting a particular form.
Because NSW DoE has not disclosed its precise scoring model, the information here is descriptive, not prescriptive. When you interpret any score, remember that all testing carries a margin of error, and the bigger picture of a student’s learning journey matters more than a single number.
🔸 Disclaimer
This article offers a brief, general overview of equating and standardisation. The actual procedures used by NSW DoE (or any other agency) may differ. For authoritative advice, consult official sources or a qualified measurement specialist. The author accepts no legal responsibility for actions taken solely on the basis of this information.
Essential Reading Concepts and Strategies for Selective Reading Test
May 06 2025
1. Introduction
This guide is designed to help students build strong reading comprehension skills in preparation for the NSW Selective High School Placement Test.
Section
Time
Number of Question
Type
Weighting
Reading
40 mins
30 answers across 16 questions
Multiple choice
25%
There are four parts to the Reading Test:
Part 1
Either a comprehension task (A) or a comparison task (B)
8 Questions
Part 2
Questions based on a short poem
6 Questions
Part 3
Either a gap match task (A) or a summary phrases task (B)
6 Questions
Part 4
Questions based on four short extracts related to the same theme
10 Questions
Fast Facts
No negative marking- it’s always worth having a go at every item.
Sources range from Australian literature (including Aboriginal and Torres Strait Islander Voices) to international writing.
Questions carry equal weight, so manage your time evenly across the paper.
Part 1: Fiction and Text comparison
1A: Fiction Passage Comprehension
Read a narrative or descriptive passage from a modern fiction text aimed at younger readers.
Answer multiple-choice questions focusing on: o Stylistic features o The meaning of words in context o Implied meaning o The effect of language features and words/phrases used o Opinions, attitudes, and feelings o Exemplification and comparison o The writer’s purpose o Text organisation and text structure o Identifying and understanding the effect of different viewpoints
1B: Text Comparison
Compare two extracts on a linked theme: one from a classic literary text and one from a modern piece.
Questions assess: o Similarities and differences o Language style and tone o Historical vs. modern perspectives o How each text approaches the same theme o The effect of different writing styles on meaning
Part 2: Poetry Analysis
Read a short poem and answer questions focusing on:
The effect of stylistic features (e.g., metaphors, similes, alliteration)
Imagery and its impact on meaning
Implicit meaning within the poem
Organisation and structure of the poem
The writer’s purpose
Part 3: Factual Texts
3A: Gap Match (Sentence Completion)
Read a factual passage with missing sentences.
Choose the correct sentence to maintain logical flow and coherence.
This task assesses textual cohesion, understanding how ideas connect logically.
3B: Summary Matching
Read a factual text divided into six paragraphs.
Match each paragraph with a summary phrase, with one extra phrase that does not fit.
This task evaluates understanding of main ideas and global comprehension of the text.
Part 4: Thematic Text Comparison
Read four shorter extracts from different sources, linked by a common theme.
Extracts may include blogs, articles, reviews, reports, or personal accounts.
Questions focus on:
Locating specific information across multiple texts
Understanding implied meaning, attitude, and opinion
Identifying purpose, style, and register
Tips by each Part
Part 1A – Fiction Comprehension Questions
📃 Types of Fiction Passages in the Test
Fiction passages in the NSW Selective Reading Test are narrative or descriptive extracts from works of adolescent fiction. These passages are aimed at a younger audience and often include:
Coming-of-Age Stories – Experiences of young characters growing and learning.
Adventure and Mystery – Stories involving challenges, problem-solving, or suspense.
Family and Friendship Themes – Stories focusing on relationships, emotions, and personal growth.
Fantasy and Science Fiction – Extracts from imaginative settings, magical elements, or futuristic technology.
Historical Fiction – Fictional stories set in real historical contexts with young protagonists.
Example past questions have included:
Extracts from The Call of the Wild (Jack London), focusing on the bond between humans and animals.
A passage about a young girl’s first day in a new school, exploring emotions and social interactions.
A suspenseful story where a child faces a moral dilemma.
💡 Key Skills Assessed
Stylistic Features – Understanding how the author’s style shapes the narrative.
Meaning of Words in Context – Using surrounding text to interpret unfamiliar vocabulary.
Implied Meaning – Identifying deeper layers of meaning in the story.
Effect of Language Features – Recognising how metaphors, similes, and personification enhance storytelling.
Opinions, Attitudes, and Feelings – Understanding character emotions and perspectives.
Exemplification and Comparison – Identifying examples and comparing different elements within the text.
The Writer’s Purpose – Understanding the intent behind the text and why certain choices were made.
Text Organisation and Structure – Analysing how paragraphs and ideas are arranged to convey meaning.
Effect of Different Viewpoints – Identifying how perspectives influence the reader’s understanding of a story.
📍 Step-by-Step Guide to Answering Fiction Questions
Read the Questions First
Skim the multiple-choice questions before reading the passage.
Highlight key words in the questions to focus your reading.
Skim the Passage for the Main Idea
Identify the general theme and setting.
Pay attention to the first and last sentences of paragraphs.
Carefully Read for Details
Look for character emotions, conflicts, and changes in behaviour.
Highlight descriptions, dialogues, and key plot points.
Use Context Clues for Difficult Words
If a word is unfamiliar, check the surrounding words for meaning.
Look for synonyms or explanations within the text.
Answer Questions Using Elimination
Remove obviously incorrect answers first.
Look for evidence in the passage to support the correct answer.
📌 Common Fiction Question Types and Strategies
Question Type
Strategy to Answer
What is the main idea?
Focus on the first and last sentences, and consider what the passage is mostly about.
How does the character feel?
Identify dialogue, actions, and thoughts that indicate emotions.
What does the word ‘X’ mean in this context?
Look at surrounding words for clues.
Why did the author include this description?
Determine if it adds to mood, character development, or setting.
What is the theme of the passage?
Consider the lesson or central message conveyed.
How does the text structure affect meaning?
Identify paragraph organisation and transitions between ideas.
What is the author’s purpose?
Determine whether the text aims to entertain, inform, or convey a deeper message.
How does the passage compare to another story?
Look at similarities and differences between texts in terms of theme, style, or purpose.
🚀 Practice Exercises
Passage 1: Coming-of-Age Story
Ella adjusted the straps of her backpack, feeling the weight of the unfamiliar schoolbooks press against her shoulders. The hallway buzzed with voices, laughter, and hurried footsteps. She took a deep breath, clenching the schedule in her sweaty palms. Today was her first day at Maplewood High, and her stomach twisted with a mixture of excitement and fear.
1 What emotion is Ella feeling in this passage?
A Confidence B Nervousness C Boredom D Frustration
2 What literary device is used in “the weight of the unfamiliar schoolbooks press against her shoulders”?
A Metaphor B Simile C Personification D Alliteration
Answers of Practice Exercise:
1. The correct answer is B. “Her stomach twisted with excitement and fear” suggests nervousness. 2. The correct answer is A. The weight symbolises the emotional burden of a new environment.
Passage 2: Fantasy Fiction
Liam crept forward, the ancient library’s candlelight flickering against the towering bookshelves. His fingers traced the spine of a leather-bound volume titled ‘The Forgotten Prophecies.’ As he opened it, a gust of wind whooshed past him, though the windows were tightly shut. The words on the page began to glow, shifting and rearranging before his eyes.
1 What is the author’s purpose in describing the eerie setting and magical elements in this passage?
A To entertain the reader by creating a sense of wonder and suspense. B To inform the reader about the historical significance of libraries. C To persuade the reader to believe in the power of supernatural forces. D To describe realistic events that the reader can easily replicate.
Answers of Practice Exercise:
1. The correct answer is A. The passage uses descriptive, vivid language and magical elements (e.g., the glowing words, the gust of wind in a closed room) to engage readers’ imagination. The setting (an ancient library) and the mysterious event (words rearranging themselves) serve to intrigue rather than inform or persuade. The primary goal is to evoke an atmosphere of fantasy and suspense, which is characteristic of an entertaining narrative.
Part 1B – Text Comparison Task
🔍What is Text Comparison?
In this task, students compare two short extracts based on a related theme. The two texts typically include:
A piece of quality literature from the past (e.g., classic literature, historical texts, older fictional works).
A modern piece of writing on a similar theme (e.g., contemporary fiction, articles, personal narratives).
💡 Key Focus Areas:
Stylistic Features – Identifying how each text presents ideas differently.
Meaning of Words in Context – Understanding vocabulary and how language changes over time.
Implied Meaning – Recognising hidden or suggested messages.
Effect of Language Features – How literary devices enhance storytelling.
Opinions, Attitudes, and Feelings – Comparing emotional tones in both texts.
Exemplification and Comparison – Identifying similarities and contrasts between texts.
The Writer’s Purpose – Determining why each author wrote the text.
Text Organisation and Structure – Examining how information is presented differently.
Viewpoint Analysis – Understanding the perspective of each author and how it influences the reader.
📍 Step-by-Step Guide to Answering Text Comparison Questions
Read the Questions First
Skim the multiple-choice questions before reading the texts.
Highlight key terms in the questions to guide your reading.
Identify the Main Idea of Each Text
Look at the first and last sentences of each passage.
Consider the theme and key message.
Analyse the Writing Style and Tone
Is the language formal or informal?
Are there differences in sentence structure and word choice?
Compare Key Elements
Look for similarities and differences in how each text presents its ideas.
Consider tone, purpose, and perspective.
Answer the Questions Using Evidence
Support your answers with details from the texts.
Use elimination to remove incorrect options.
📚Common Text Comparison Question Types and Strategies
Question Type
Strategy to Answer
How do the two texts present the theme differently?
Identify different approaches and writing styles.
What is the main similarity between the texts?
Look for shared themes, perspectives, or character experiences.
How do the writers’ tones differ?
Compare word choices and sentence structures.
What is the author’s purpose in each text?
Determine whether the text is informative, persuasive, or entertaining.
How does the viewpoint in Text A compare to Text B?
Identify if the perspective is first-person, third-person, or opinion-based.
Which phrase best describes the difference in style?
Look at similarities and differences between texts in terms of theme, style, or purpose.
How does historical context affect the first text?
Consider how time period influences language and ideas.
🚀 Practice Exercises
Text Comparison Sample Task
Text A: Classic Literature Extract
The sun rose over the quiet village, casting golden hues upon the cobbled streets. Martha pulled her shawl closer, bracing against the morning chill. She knew today was important—a decision lay ahead, one that would shape her future. As she walked, she glanced at the baker’s shop, where the scent of fresh bread mingled with the crisp air. The townspeople moved slowly, exchanging morning greetings, unaware of the weight on Martha’s shoulders. She reached the village square, where the old clock tower loomed overhead, its hands frozen at the moment she had last felt truly carefree.
Text B: Modern Fiction Extract
The city was already alive, the streets humming with energy. Ava checked her phone, her heart pounding as she read the message. Today was the day she had to choose. The weight of the decision pressed on her shoulders. Cars honked impatiently, and hurried footsteps echoed off the towering buildings. She wove through the moving crowd, the faces around her blurred by the thoughts racing in her mind. Every streetlight seemed to highlight her uncertainty. As she neared the subway entrance, the familiar rhythm of the city faded for a moment—this was her crossroads.
1 What is a key similarity between the two texts?
A Both characters are facing a major decision. B Both stories take place in a village. C Both characters feel excited about their future. D Both texts focus on technological advancements.
2 How does the tone of Text A differ from Text B?
A Text A is futuristic, while Text B is set in the past. B Text A is more descriptive and calm, while Text B is fast-paced and urgent. C Text A has a humorous tone, while Text B is serious. D Text A is written in first-person, while Text B is in third-person.
3 What is the primary difference in writing style?
A Text A uses longer, more descriptive sentences, while Text B is more direct. B Text A focuses on technology, while Text B is about nature. C Text A has dialogue, while Text B does not. D Text A uses modern slang, while Text B does not.
Answers of Practice Exercise:
1. The correct answer is A. In both passages, Martha and Ava are confronted with important decisions that will impact their futures. Although their settings are vastly different—one in a quiet village, the other in a bustling city—the emotional weight of their choices is central to both texts. 2. The correct answer is B. Text A’s tone is slow and reflective, emphasising the peaceful village setting and Martha’s contemplation. In contrast, Text B is more fast-paced and urgent, with quick descriptions of the city’s energy and Ava’s racing thoughts. 3. The correct answer is A. Text A employs longer, flowing sentences and detailed imagery to establish a traditional, nostalgic feel. Text B uses shorter, punchier sentences to match the speed and intensity of city life.
Key Skills
1. Stylistic Features
🔍 What Are Stylistic Features?
Stylistic features refer to the language techniques and writing choices that authors use to create meaning, tone, and impact in their texts. These features influence the way a reader perceives and understands a story.
🚀 Key Stylistic Features to Recognise:
Imagery – Descriptive language that appeals to the senses.
Sentence Structure – The length and complexity of sentences.
Figurative Language – Similes, metaphors, personification, etc.
Word Choice (Diction) – Formal vs. informal language, emotive words.
Tone and Mood – The author’s attitude and the atmosphere of the text.
Point of View – First-person, third-person, or omniscient narration.
Symbolism – When objects or actions represent deeper meanings.
Dialogue – How characters’ conversations reveal information and emotion.
Repetition and Rhetorical Techniques – Emphasising ideas for effect.
How Stylistic Features Appear in the NSW Selective Test
Part 1A: Fiction Passage Comprehension
The passage is usually a single narrative.
Questions will ask students to analyse individual stylistic features.
Example question types:
“How does the author use imagery to describe the setting?”
“What is the effect of short sentences in the passage?”
“What emotion does the author’s word choice create?”
Part 1B: Text Comparison
Students compare two passages, often from different time periods.
The focus is on contrasting stylistic features.
Example question types:
“How does the tone of Text A differ from Text B?”
“Which passage uses more figurative language?”
“What effect does the sentence structure have in each text?”
📍 Step-by-Step Guide to Analysing Stylistic Features
Identify the Key Elements in the Passage
Highlight descriptive phrases, figurative language, or unique writing techniques.
Consider the Author’s Purpose
Identify the genIs the author trying to create emotion, persuade, describe vividly, or build suspense?
Analyse the Effect on the Reader
Does the feature make the text feel dramatic, humorous, formal, or poetic?
Compare Features in Two Texts (For Part 1B)
What techniques are similar or different between the texts?
🚀 Practice Exercises
Passage 1: Fiction (Part 1A Example)
The storm roared through the valley, rattling windows and sending trees into a wild frenzy. Lily pressed herself against the wooden door, heart pounding, as flashes of lightning lit up the empty field outside. The howling wind wove through the cracks in the walls, whispering eerie secrets into the dimly lit room. Each rumble of thunder felt like a giant’s footsteps shaking the very foundation of the house. She clenched her fists, trying to steady her breath, but the shadows dancing on the walls made her pulse race faster. If she could just make it through the night, if she could just hold on a little longer… But then, a sudden creak from the staircase made her blood run cold.
1 Which stylistic feature is used in the phrase “The storm roared through the valley”?
A Simile B Metaphor C Personification D Hyperbole
2 What effect does the short sentence “But then, a sudden creak from the staircase made her blood run cold.” have?
A It slows down the pace of the story. B It creates tension and urgency. C It gives background information. D It describes the setting in detail.
Answers of Practice Exercise:
1. The correct answer is C. The storm is given a human quality, “roared”, which makes it seem alive and powerful. This is an example of personification because non-human elements (the storm) are described with human traits. 2. The correct answer is B. The abrupt, short sentence increases suspense and creates a dramatic pause in the action, making the reader feel Lily’s fear. It adds to the tension by breaking up longer, more descriptive sentences.
Passage 2: Text Comparison (Part 1B Example)
Text A: Classic Literature Extract
The sun dipped behind the hills, its golden fingers stretching across the sky. Sarah stood on the wooden porch, her eyes fixed on the horizon, lost in thought. The air smelled of damp earth and wildflowers, the scent of an ending summer. As a gentle breeze played with the curls of her hair, she sighed, a quiet whisper of longing for the days that had slipped away like sand through her fingers.
Text B: Modern Fiction Extract
The city lights flickered on one by one, casting long shadows against the pavement. Jake pulled his jacket closer and checked his phone—another late night. The air was thick with the scent of petrol and rain, the smell of endless movement. A car horn blared in the distance, a sharp reminder that time was slipping away, dragging him along with it.
1 How does the imagery in Text A differ from Text B?
A Text A uses nature-based imagery, while Text B focuses on artificial light. B Text A is fast-paced, while Text B is slow and reflective. C Text A describes an urban scene, while Text B is set in a forest. D Both texts focus on technology.
2 What is the difference in sentence structure between the texts?
A Text A has dialogue, while Text B does not. B Text A uses long, poetic sentences, while Text B uses shorter, direct sentences. C Text A is written in first-person, while Text B is in third-person. D Text B uses more adjectives than Text A.
Answers of Practice Exercise:
1. The correct answer is A. Text A uses imagery of nature (“golden fingers stretching across the sky”), while Text B describes an artificial, urban environment (“city lights flickered”). This contrast highlights the difference between rural and city life. 2. The correct answer is B. Classic literature often uses longer, flowing sentences to create a reflective mood, while modern fiction favours shorter, more direct sentences for impact.
2. Meaning of Words in Context
🔍 What Does ‘Meaning of Words in Context’ Mean?
In the reading test, students will encounter words they may not recognise. Rather than relying on memorised vocabulary, they must use the context of the passage to determine the meaning of these words. This skill is essential for understanding fiction and non-fiction texts.
🚀 Types of Context Clues:
Definition Clue – The meaning of the word is given directly in the sentence.
Synonym Clue – A word with a similar meaning is used nearby.
Antonym Clue – A word with the opposite meaning is used to provide contrast.
Example Clue – The sentence includes examples that hint at the word’s meaning.
Inference Clue – The meaning must be inferred from the overall context of the passage.
How Word Meaning Questions Appear in the NSW Selective Test
Part 1A: Fiction Passage Comprehension
The passage is usually a single narrative.
Questions will ask students to infer word meanings based on surrounding text.
Example question types:
“What does the word ‘apprehensive’ mean in this sentence?”
“Which word is closest in meaning to ‘intricate’?”
“What does the phrase ‘a glimmer of hope’ suggest?”
Part 1B: Text Comparison
Students compare two passages, often from different time periods.
The focus is on how vocabulary differs between texts.
Example question types:
“Which word in Text A is most similar in meaning to ‘tenacious’ in Text B?”
“How does the meaning of ‘resolve’ differ in each text?”
“What does the phrase ‘toiled endlessly’ suggest in Text A compared to Text B?”
📍 Step-by-Step Guide to Determining Word Meaning
Read the Sentence Carefully
Identify key words and phrases surrounding the unknown word.
Identify Context Clues
Look for definitions, synonyms, antonyms, examples, or implied meaning.
Predict a Possible Meaning
Before looking at answer choices, think of a possible definition.
Test the Answer Choices
Replace the unknown word with each option to see which fits best.
Look for Word Parts (Prefixes, Roots, and Suffixes)
Recognising common prefixes (e.g., ‘un-’ means not) and suffixes (e.g., ‘-able’ means capable of) can provide hints.
🚀 Practice Exercises
Passage 1: Fiction (Part 1A Example)
Sophie hesitated at the entrance of the grand hall. The enormous chandeliers cast a shimmering glow on the polished marble floors. She had always imagined such opulence but never thought she would witness it in real life. The luxurious decor, the intricate gold-trimmed walls, and the dignified guests in their elaborate attire all made her feel utterly insignificant. She clutched her invitation tightly, her heart hammering in her chest.
1 What does the word ‘opulence’ most likely mean in this passage?
A Darkness B Wealth and luxury C Simplicity D Danger
2 Which phrase helps the reader understand the meaning of ‘elaborate’ in this passage?
A “She clutched her invitation tightly” B “Her heart hammering in her chest” C “The intricate gold-trimmed walls” D “Never thought she would witness it in real life”
Answers of Practice Exercise:
1. The correct answer is B. The passage describes chandeliers, polished marble floors, gold-trimmed walls, and dignified guests in elaborate attire. These details suggest a setting of great wealth and extravagance, meaning the word ‘opulence’ refers to wealth and luxury. 2. The correct answer is C. The word ‘elaborate’ means detailed and complex. The phrase “intricate gold-trimmed walls” provides a clue that elaborate means something highly detailed and fancy.
Passage 2: Text Comparison (Part 1B Example)
Text A: Classic Literature Extract
The old manor loomed in the distance, its towering spires silhouetted against the dim evening light. Henry, ever the meticulous observer, took note of the crumbling stonework and ivy-covered turrets. The building’s decrepit state only added to its haunting grandeur, a relic of a bygone era.
Text B: Modern Fiction Extract
The towering skyscraper dominated the skyline, its gleaming windows reflecting the setting sun. Every surface was sleek and polished, giving the building an air of modern sophistication. As Mia stepped into the revolving doors, she marvelled at the sheer scale of human ingenuity.
1 What does the word ‘decrepit’ most likely mean in Text A?
A Magnificent B Run-down and aged C New and shiny D Small and unnoticed
2 How does the meaning of ‘grandeur’ in Text A compare to ‘sophistication’ in Text B?
A Both words describe beauty, but ‘grandeur’ refers to something old, while ‘sophistication’ refers to modern beauty. B ‘Grandeur’ means simplicity, while ‘sophistication’ means complicated. C ‘Grandeur’ is about nature, while ‘sophistication’ is about technology. D ‘Grandeur’ is negative, while ‘sophistication’ is positive.
Answers of Practice Exercise:
1. The correct answer is B. The text describes the manor’s crumbling stonework and ivy-covered turrets, suggesting that it is old and in poor condition. The word ‘decrepit’ means worn out or in a state of disrepair. 2. The correct answer is A. Both words describe impressive and refined qualities, but ‘grandeur’ is associated with historical beauty (old manor), whereas ‘sophistication’ relates to modern elegance (skyscraper).
3. Implied meaning
🔍What Is Implied Meaning?
Implied meaning is information that is not directly stated but must be inferred by the reader based on clues within the text. Understanding implied meaning requires readers to read between the lines and interpret hidden messages, subtext, or suggested ideas.
✏️ Types of Implied Meaning:
Emotional Implication – How a character feels without stating it outright.
Cause-and-Effect – The result of an action or event without direct explanation.
Character Intentions – What a character truly means beyond their words.
Symbolism and Metaphors – Objects or phrases that suggest deeper meanings.
Social and Cultural Hints – Understanding the historical or cultural context of a passage.
How Implied Meaning Appears in the NSW Selective Test
Part 1A: Fiction Passage Comprehension
The passage is usually a single narrative.
Questions will ask students to infer meaning based on descriptions, dialogue, and character actions.
Example question types:
“What does the author suggest about the character’s emotions?”
“Why did the character react this way?”
“What can be inferred from the description of the setting?”
Part 1B: Text Comparison
Students compare two passages, often from different time periods.
The focus is on how implied meaning differs between texts.
Example question types:
“What does the phrase ‘a heavy silence fell between them’ suggest in Text A compared to Text B?”
“What can be inferred about the main character’s attitude in each text?”
“How does the implied meaning in the first passage contrast with the second?”
📍 Step-by-Step Guide to Understanding Implied Meaning
Look for Clues in the Text
Identify key words, tone, and sentence structure that hint at unstated meanings.
Consider the Character’s Actions and Words
Actions often speak louder than words—how does a character behave when faced with a challenge?
Think About What Is NOT Said
If a character avoids answering a question or hesitates, what does that suggest?
Analyse the Setting and Descriptions
Does the environment reflect the mood or foreshadow an event?
Compare and Contrast (For Part 1B)
How does each text imply different messages through word choice and style?
🚀 Practice Exercises
Passage 1: Fiction (Part 1A Example)
Elena gripped the letter in her hands, her fingers trembling slightly as she read the words once more. The ink had faded, but the meaning was as clear as ever. She swallowed hard, blinking away the tears that threatened to fall. Without a word, she folded the paper neatly, placed it back into the envelope, and slipped it into the drawer. She turned towards the window, staring blankly at the rain-streaked glass. The steady rhythm of raindrops matched the pounding in her chest, a dull ache of memories pressing against her thoughts. The weight of the letter, so small in her hands, felt immense. A quiet sigh escaped her lips, lost in the hum of the storm outside. There was no need to say anything—some things were understood even in silence.
1 What does the passage suggest about Elena’s emotions?
A She is overjoyed by the letter. B She is indifferent and does not care. C She is deeply affected but chooses to stay silent. D She is confused about the letter’s contents.
Answers of Practice Exercise:
1. The correct answer is C. The passage never explicitly states Elena’s emotions, but her trembling hands, swallowing hard, and blinking away tears suggest she is deeply affected. The fact that she silently puts the letter away rather than reacting dramatically implies she is trying to hide or suppress her emotions.
Passage 2: Text Comparison (Part 1B Example)
Text A: Classic Literature Extract
Mr Thompson set down his cup of tea with a deliberate slowness, his fingers resting lightly on the saucer. His lips curled into something that was not quite a smile, his eyes betraying nothing. “Well,” he said at last, “isn’t that interesting?” The room remained still, the only sound the ticking of the old grandfather clock in the corner. Outside, the wind stirred the bare branches, tapping them gently against the windowpane. It was a small sound, but in the silence, it carried weight.
Text B: Modern Fiction Extract
Dan tossed his phone onto the table, exhaling sharply. “Great,” he muttered, shaking his head as he ran a hand through his hair. He leaned forward, resting his elbows on the table, his fingers drumming an impatient rhythm. The light from the television flickered across his face, but he wasn’t watching. His eyes remained fixed on the screen, unfocused, thoughts racing beneath the surface. The room felt heavy, the kind of silence that stretched between words left unspoken.
1 What is implied about Mr Thompson’s reaction in Text A?
A He is genuinely pleased. B He is concealing his true thoughts. C He is angry and about to shout. D He does not care about the situation
2 How does Dan’s reaction in Text B contrast with Mr Thompson’s in Text A?
A Dan is openly frustrated, while Mr Thompson is more reserved. B Dan is trying to stay calm, while Mr Thompson is losing control. C Both characters are indifferent to the situation. D Both characters express happiness in different ways.
Answers of Practice Exercise:
1. The correct answer is B. Mr Thompson’s slow, deliberate movements and unreadable expression suggest he is carefully controlling his response. His statement “Well, isn’t that interesting?” sounds polite but, in context, likely carries sarcasm or hidden meaning. 2. The correct answer is A. Dan’s sharp exhale, shaking his head, and frustrated gestures make his emotions clearly visible, whereas Mr Thompson is more restrained and subtle in his reaction.
4. The effect of language features and words/phrases used
🔍What Are Language Features and Why Do They Matter?
Language features refer to the specific literary techniques and stylistic elements that authors use to enhance their writing. Understanding these features helps readers interpret deeper meanings, emotions, and perspectives in texts.
💡 Key Language Features to Recognise:
Imagery – Descriptive language that appeals to the senses.
Figurative Language – Similes, metaphors, and personification.
Tone and Mood – The author’s attitude and the atmosphere of the text.
Sentence Structure – How long or short sentences affect pacing and emphasis.
Symbolism – When objects or actions represent deeper meanings.
Word Choice (Diction) – The use of specific words to create impact.
Repetition and Emphasis – How repeated words or phrases strengthen meaning.
Contrast and Juxtaposition – Placing opposite ideas side by side to highlight differences.
How These Questions Appear in the NSW Selective Test
Part 1A: Fiction Passage Comprehension
The passage is usually a single narrative.
Questions will ask students to explain the effect of a particular word, phrase, or language technique.
Example question types:
“How does the author’s word choice create a feeling of suspense?”
“What is the effect of using short, abrupt sentences?”
“How does the imagery in the passage influence the reader’s perception?”
Part 1B: Text Comparison
Students compare two passages, often from different time periods.
The focus is on how different language features create contrasting effects.
Example question types:
“How does the use of figurative language in Text A differ from Text B?”
“What effect does the tone in Text A create compared to Text B?”
“How do sentence structures contribute to different moods in both texts?”
📍 Step-by-Step Guide to Determining Word Meaning
Identify Key Language Features
Look for figurative language, vivid descriptions, and unique word choices.
Consider the Author’s Purpose
Why did the author choose this phrase? What feeling or reaction does it create?
Analyse the Impact on the Reader
Does the language make the text feel suspenseful, dramatic, peaceful, or urgent?
Compare Features in Two Texts (For Part 1B)
How does one text’s style differ from the other? How does this affect the overall meaning?
🚀 Practice Exercises
Passage 1: Fiction (Part 1A Example)
The wind screeched through the empty alley, twisting around the abandoned crates and rusted bins. Shadows stretched and leapt as the dim streetlamp flickered, casting eerie shapes against the walls. Sophia’s breath came in quick, shallow bursts as she pressed herself against the cold brick, her heart hammering in her chest. A single footstep echoed behind her, too close.
1 What is the effect of the phrase “The wind screeched through the empty alley”?
A It suggests a peaceful and calm atmosphere. B It creates a sense of urgency and danger. C It shows that the character enjoys the night air. D It describes a busy, crowded place.
2 How does sentence structure affect the tone in the last two sentences?
A The long, flowing sentences create a dreamlike mood B The sentences are neutral and do not affect the mood. C The short, sharp sentences create a sense of tension and urgency. D The sentences make the character feel calm and confident.
Answers of Practice Exercise:
1. The correct answer is B. The word “screeched” gives the wind an eerie, unsettling quality, making the scene feel ominous. The description of the “empty alley” reinforces a sense of isolation and vulnerability. 2. The correct answer is C. The short, sharp sentences reflect Sophia’s fear and quickened heartbeat, making the reader feel her anxiety. The pacing creates suspense, reinforcing the sense of danger.
Passage 2: Text Comparison (Part 1B Example)
Text A: Classic Literature Extract
Beneath the vast expanse of the evening sky, Lady Evelyn’s carriage rolled slowly down the cobbled path. The lanterns lining the street flickered with an amber glow, their light reflecting on the polished surface of the black horses’ coats. As she adjusted her silk gloves, she let out a quiet sigh, the weight of expectation pressing upon her shoulders.
Text B: Modern Fiction Extract
The city hummed with life, neon signs flashing and traffic weaving in an endless dance. James ducked into a café, shaking the rain from his jacket. The aroma of fresh coffee wrapped around him like a warm embrace. He pulled out his phone, his fingers tapping restlessly against the screen as he waited.
1 How does the imagery in Text A differ from Text B?
A Text A describes a peaceful, historical setting, while Text B captures a fast-paced modern environment. B Both texts describe a crowded, chaotic scene. C Text A uses short, sharp sentences, while Text B is highly descriptive. D Text B focuses on historical descriptions, while Text A is futuristic.
2 What effect does the word “wrapped” have in Text B?
A It suggests the coffee is trapping James. B It creates a sense of warmth and comfort. C It makes the setting feel eerie and dangerous. D It implies James is in a hurry.
Answers of Practice Exercise:
1. The correct answer is A. Text A’s use of “vast expanse of the evening sky” and “amber glow” creates a calm, elegant atmosphere, while Text B’s “hummed with life, neon signs flashing” conveys a lively, energetic modern setting. 2. The correct answer is B. The phrase “the aroma of fresh coffee wrapped around him like a warm embrace” uses personification to make the setting feel welcoming and comforting. The word “wrapped” reinforces this by suggesting a sense of security.
5. Opinions, Attitudes and Feelings
🔍What Are Opinions, Attitudes, and Feelings?
Understanding a writer’s or character’s opinions, attitudes, and feelings is key to interpreting the text accurately. These elements are not always directly stated and often require careful reading to infer what is truly meant.
🚀 Key Differences:
Opinion – A belief or viewpoint expressed by a character or the author.
Attitude – The overall stance or approach a character or author takes towards a subject.
Feeling – The emotions that a character or narrator experiences in a situation.
How to Recognise These Elements:
Word Choice (Diction) – Emotional or descriptive words reveal opinions and attitudes.
Tone – The way something is written suggests the writer’s or character’s mood.
Context Clues – How a character reacts to events or how an author describes something can imply a deeper attitude.
Comparisons and Contrasts – Differences in viewpoint between texts or characters can highlight attitudes.
How These Questions Appear in the NSW Selective Test
Part 1A: Fiction Passage Comprehension
The passage is usually a single narrative.
Questions will ask students to infer character emotions, attitudes, and opinions from dialogue, actions, and descriptions.
Example question types:
“How does the character feel about the situation?”
“What is the narrator’s attitude towards the event?”
“Which phrase best shows the character’s opinion?”
Part 1B: Text Comparison
Students compare two passages, often from different time periods.
The focus is on how different attitudes and opinions are presented.
Example question types:
“How does the author’s attitude in Text A differ from the author’s attitude in Text B?”
“What feelings do the main characters express in each text?”
“Which passage presents a more optimistic viewpoint?”
📍 Step-by-Step Guide to Analysing Opinions, Attitudes, and Feelings
Identify Emotional and Descriptive Words
Look for words that show strong emotions or indicate approval/disapproval.
Consider the Tone of the Passage
Is the tone positive, negative, neutral, humorous, or sarcastic?
Examine the Character’s Dialogue and Actions
A character’s speech and body language can reveal hidden feelings or attitudes.
Compare Different Viewpoints in a Text
Are multiple perspectives presented? How do they differ?
Compare and Contrast (For Part 1B)
How do different texts present opinions and emotions? Do they share a perspective or contradict each other?
🚀 Practice Exercises
Passage 1: Fiction (Part 1A Example)
Samantha folded her arms and stared at the painting, her eyebrows knitting together. “I just don’t get it,” she muttered under her breath. The vibrant colours swirled together, creating an abstract mess that made no sense to her. Meanwhile, her friend Oliver beamed beside her. “It’s incredible,” he said, his eyes wide with admiration. “It makes you feel something—like you’re standing in the middle of a dream.”
1 How does Samantha feel about the painting?
A She is deeply moved by it. B She is confused and unimpressed. C She is inspired to create her own artwork. D She finds it intimidating.
2 What is Oliver’s attitude towards the painting?
A He finds it unsettling. B He believes it is too chaotic. C He is excited and amazed by it. D He thinks it is a realistic masterpiece.
Answers of Practice Exercise:
1. The correct answer is B. Samantha’s folded arms and furrowed eyebrows indicate frustration or confusion. Her statement, “I just don’t get it”, suggests she does not understand or appreciate the painting. 2. The correct answer is C. Oliver’s wide eyes and admiration show his enthusiasm. His comment about the painting making him feel something suggests a deep appreciation.
Passage 2: Text Comparison (Part 1B Example)
Text A: Classic Literature Extract
The rain poured steadily outside as Margaret sat by the fireplace, her fingers tracing the rim of her teacup. She glanced out at the grey world beyond the window, but the crackling fire beside her offered warmth and comfort. “A little rain never hurt anyone,” she said with a small smile. “Besides, it makes the world feel fresh again.” She closed her eyes briefly, enjoying the gentle rhythm of raindrops against the glass.
Text B: Modern Fiction Extract
Lena groaned as she peered out of the café window. The rain battered the streets, sending pedestrians scrambling for cover. The neon signs flickered against the puddles, their reflections distorted by the rippling water. “Great. Just what I needed,” she muttered, wrapping her scarf tighter around her neck. “Another miserable, wet afternoon.” She turned back to her laptop, the glow of the screen illuminating her frown.
1 How does Margaret’s opinion about rain differ from Lena’s?
A Margaret enjoys the rain, while Lena finds it frustrating. B Both characters dislike the rain but for different reasons. C Margaret fears the rain, while Lena is indifferent to it. D Lena finds rain exciting, while Margaret finds it depressing.
2 What attitude does Margaret’s tone suggest?
A She is bitter and resentful. B She is hopeful and optimistic. C She is indifferent and uninterested. D She is fearful and anxious.
Answers of Practice Exercise:
1. The correct answer is A. Margaret’s calm, reflective tone and small smile show she enjoys the rain, associating it with renewal. Lena, on the other hand, groans, wraps her scarf tighter, and calls the afternoon miserable, indicating frustration. 2. The correct answer is B. Margaret’s soft smile and positive statement about rain making the world feel fresh suggest an optimistic outlook.
6. Exemplification and comparison
🔍What Is Exemplification and Comparison?
◾ Exemplification
Exemplification refers to the use of examples to support or clarify an idea. Authors provide examples to strengthen their points and help readers understand abstract or complex concepts.
◾ Comparison
Comparison is used to highlight similarities and differences between two ideas, characters, settings, or viewpoints. This technique allows readers to see contrasts and commonalities between texts.
💡 Key Features to Look For:
Signal Words for Exemplification:
For example, for instance, such as, namely, to illustrate.
Signal Words for Comparison:
Similarly, likewise, just as, in the same way.
Signal Words for Contrast:
However, on the other hand, whereas, unlike, in contrast.
How These Questions Appear in the NSW Selective Test
Part 1A: Fiction Passage Comprehension
The passage is usually a single narrative.
Questions will ask students to identify examples given in the text and how they support a character’s thoughts or actions.
Example question types:
“Which example best illustrates the character’s personality?”
“What is the effect of the examples used in the passage?”
“How does the author use comparison to highlight differences between the two settings?”
Part 1B: Text Comparison
Students compare two passages, often from different time periods.
The focus is on how exemplification and comparison are used differently in each text.
Example question types:
“How does the use of examples in Text A differ from those in Text B?”
“How does the meaning of ‘resolve’ differ in each text?”
“How do the two authors use contrast to highlight their perspectives?”
📍 Step-by-Step Guide to Determining Word Meaning
Identify Key Examples in the Passage
Look for words like “for example” or “such as” that introduce examples
Consider the Purpose of the Example
Does it provide evidence, clarify a point, or support an argument?
Look for Comparisons in the Text
Does the author compare two characters, places, or emotions? What words indicate a comparison?
Analyse the Impact on the Reader
How does the use of examples or comparisons change the way we understand the text?
Compare Features in Two Texts (For Part 1B)
How does one text use examples differently from the other? How does comparison add depth to the narrative?
🚀 Practice Exercises
Passage 1: Fiction (Part 1A Example)
Oliver had always been known as the quietest student in the class. While others would eagerly raise their hands to answer, he would sit with his eyes down, doodling in the margins of his notebook. At lunchtime, while most students crowded the playground, Oliver would find a shady corner beneath the old oak tree, pulling out a well-worn book. His love for adventure stories was unmatched—he could name every character in his favourite series and recall plot details effortlessly. Unlike the others, who spent weekends at football matches or playing video games, Oliver spent hours in the local library, searching for new stories to explore.
1 Which sentence best exemplifies Oliver’s love for reading?
A “While others would eagerly raise their hands to answer, he would sit with his eyes down.” B “His love for adventure stories was unmatched—he could name every character in his favourite series and recall plot details effortlessly.” C “Unlike the others, who spent weekends at football matches or playing video games, Oliver spent hours in the local library.” D “At lunchtime, Oliver would find a shady corner beneath the old oak tree.”
2 How does the passage use comparison to highlight Oliver’s personality?
A It describes how Oliver enjoys being the centre of attention. B It shows that Oliver dislikes school and avoids interaction. C It compares Oliver’s love of reading with his classmates’ different interests. D It emphasises that Oliver prefers sports over reading.
Answers of Practice Exercise:
1. The correct answer is B. The phrase “His love for adventure stories was unmatched” directly supports Oliver’s passion for books by illustrating how well he knows characters and plot details. 2. The correct answer is C. The passage contrasts Oliver’s habit of spending time in the library with his classmates’ preference for football and video games. This highlights how unique his interests are.
Passage 2: Text Comparison (Part 1B Example)
Text A: Classic Literature Extract
The grand ballroom shimmered with golden chandeliers, casting soft light over the elegantly dressed guests. Each gentleman carried himself with poise, tipping his hat in greeting, while the ladies glided gracefully across the polished floor. The music, gentle yet commanding, wrapped the room in a refined embrace, much like the elegant parties described in the novels of old. Conversations floated through the air, polite and deliberate, as guests exchanged pleasantries and subtle witticisms.
Text B: Modern Fiction Extract
The nightclub pulsed with electric blue lights, flashing rhythmically in time with the pounding bass. The crowd moved as one, a sea of silhouettes swaying to the music. There was an energy in the air, a stark contrast to the muted elegance of formal gatherings, but no less mesmerising in its own right. Laughter and conversation mixed with the beat of the music, voices rising and falling in bursts of excitement as friends called out to one another over the noise.
1 How does Text A exemplify elegance?
A It describes guests laughing loudly and dancing wildly. B It highlights refined movements, soft lighting, and a dignified atmosphere. C It focuses on food and decorations rather than the guests. D It describes the grand ballroom as noisy and chaotic.
2 How does Text B contrast with Text A?
A Text B presents a chaotic and loud environment, unlike the controlled elegance of Text A. B Text B describes a quiet, peaceful setting, while Text A is about noise and excitement. C Both texts describe similar social settings in the same way. D Text B describes a historical scene, while Text A is about modern times.
Answers of Practice Exercise:
1. The correct answer is B. Text A uses phrases like “elegantly dressed guests”, “poise”, and “refined embrace” to create an image of sophistication and formality. 2. The correct answer is A. Text B contrasts modern nightlife with the formality of a ballroom, using “electric blue lights” and “pounding bass” to emphasise energy rather than refinement.
7. The writer’s purpose
🔍What Is the Writer’s Purpose?
The writer’s purpose is the reason why an author wrote the text. Writers use different techniques to achieve their goals, which can include:
Common Purposes in Texts:
To Inform – The writer provides factual information or explains something.
To Entertain – The writer tells a story or engages the reader emotionally.
To Persuade – The writer tries to convince the reader of a viewpoint or argument.
To Describe – The writer paints a vivid picture using detailed descriptions.
To Explain – The writer clarifies a process or a concept.
How to Identify the Writer’s Purpose:
Word Choice – Does the writer use facts, emotions, or arguments?
Tone and Style – Is the writing formal, humorous, serious, or instructional?
Text Type – Is it a story, article, persuasive piece, or an explanation?
Main Idea – What is the overall message the writer is trying to communicate?
How These Questions Appear in the NSW Selective Test
Part 1A: Fiction Passage Comprehension
The passage is usually a single narrative.
Questions will ask students to determine why the author wrote the passage and what message they are conveying.
Example question types:
“What is the writer’s main purpose in this passage?”
“What is the effect of the examples used in the passage?”
“Why does the writer focus on the character’s emotions in this passage?”
Part 1B: Text Comparison
Students compare two passages, often from different time periods.
The focus is on how the writer’s purpose differs between texts.
Example question types:
“What is the main difference in the purpose of Text A and Text B?”
“How does the writer’s intention in Text A contrast with that in Text B?”
“Which passage is more effective in achieving its purpose, and why?”
📍 Step-by-Step Guide to Identifying the Writer’s Purpose
Identify the Text Type
Is it a story, an article, a letter, a speech, or an instructional text?
Look for Key Words and Tone
Are the words emotional (persuasive), factual (informative), or descriptive (entertaining or explanatory)?
Consider the Target Audience
Who is the writer addressing? Are they speaking to children, adults, experts, or the general public?
Compare Two Texts (For Part 1B)
How do the two passages differ in their intent? Does one aim to entertain while the other informs?
🚀 Practice Exercises
Passage 1: Fiction (Part 1A Example)
The sun dipped below the horizon, leaving streaks of crimson and gold across the sky. Olivia sat on the old wooden bench, her fingers tracing the carved initials on its surface. “Some things never change,” she whispered, a small smile tugging at the corners of her lips. The cool evening breeze carried the scent of blooming jasmine, mingling with the distant laughter of children playing on the swings. As she closed her eyes, memories washed over her like waves, gentle but persistent.
1 What is the writer’s main purpose in this passage?
A To inform the reader about the sunset B To entertain the reader by creating a nostalgic atmosphere C To persuade the reader to visit a park D To explain how sunsets occur
Answers of Practice Exercise:
1. The correct answer is B. The passage is highly descriptive, focusing on sensory details and emotions rather than facts or arguments. The writer’s goal is to evoke nostalgia and engage the reader emotionally, making the purpose to entertain.
Passage 2: Text Comparison (Part 1B Example)
Text A: Classic Literature Extract
The old lighthouse stood defiant against the raging storm. Rain pelted its weathered walls, and waves crashed violently against the rocks below. Inside, Captain Harris gripped the rail, his keen eyes scanning the horizon. “A storm like this can break even the strongest ships,” he muttered. “But not this one.” The room shook with each gust of wind, yet the captain stood unwavering. He had seen storms before, but this one carried a weight he could not yet name.
Text B: Modern Fiction Extract
Lighthouses have played a crucial role in maritime safety for centuries. Originally built as simple stone towers, they evolved into technologically advanced beacons. Today, most lighthouses are automated, using high-powered LED lights and GPS technology to guide ships safely through treacherous waters. The transition from manned lighthouses to fully automated systems has significantly reduced human risk, ensuring safer navigation for vessels across the world’s coastlines.
1 How do the writers’ purposes in Text A and Text B differ?
A Text A is meant to entertain, while Text B is meant to inform. B Both texts aim to persuade the reader. C Text A describes technology, while Text B tells a fictional story. D Both texts explain how lighthouses work.
Answers of Practice Exercise:
1. The correct answer is A. Text A is a dramatic, fictional account using vivid imagery and strong characterisation, aiming to entertain. Text B presents factual information about lighthouses, aiming to inform.
8. Text organisation and text structure
🔍What Is Text Organisation and Structure?
◾ Text Organisation
Text organisation refers to how ideas are arranged within a passage. Understanding this helps readers determine the author’s intent and how different sections contribute to the overall meaning.
◾ TextStructure
Text structure refers to how information is presented in a passage. Different structures are used depending on the purpose of the text.
Common Types of Text Structures:
Chronological Order (Sequential) – Events or actions are arranged in the order they happened.
Compare and Contrast – Two or more subjects are compared for similarities and differences.
Cause and Effect – The relationship between actions and their consequences is explained.
Problem and Solution – A problem is presented, followed by possible solutions.
Description – A detailed explanation of a person, place, event, or object.
Argument and Evidence – A claim is made and supported with reasoning and examples.
💡 Key Features to Look For:
Signal Words – Words that indicate structure (e.g., “first”, “as a result”, “however”).
Paragraph Order – How the text flows from one idea to another.
Headings and Subheadings – Help organise non-fiction texts.
Sentence Length and Style – Long descriptive sentences vs. short action-focused sentences.
How These Questions Appear in the NSW Selective Test
Part 1A: Fiction Passage Comprehension
The passage is usually a single narrative.
Questions will ask students to identify how the story is structured and how information is organised.
Example question types:
“How does the author organise events in the passage?”
“What effect does the paragraph order have on the reader’s understanding?”
“Which sentence best summarises the structure of this passage?”
Part 1B: Text Comparison
Students compare two passages, often from different time periods.
The focus is on how different text structures are used to achieve different effects.
Example question types:
“How does the structure of Text A differ from Text B?”
“Which passage is more effective in presenting its main idea, and why?”
“What is the impact of the paragraph arrangement in both texts?”
📍 Step-by-Step Guide to Determining Word Meaning
Identify the Main Idea of Each Paragraph
What is the focus of each section? How do they connect?
Look for Signal Words and Transitions
Words like “first”, “then”, “in contrast”, “because”, “for example” indicate structure.
Consider the Flow of Ideas
Does the text move logically from one idea to the next?
Compare Two Texts (For Part 1B)
How do the different structures affect meaning and readability?
🚀 Practice Exercises
Passage 1: Fiction (Part 1A Example)
Jacob sprinted down the forest path, his breath coming in short gasps. The sun had been high when he started, but now the sky was tinged with deep orange. He had to reach the village before dark. He thought of his grandfather’s warning: “The woods are no place for a boy after sunset.” His pace quickened as the trees closed in around him. The path forked ahead, and for the first time, doubt crept into his mind. Had he taken the wrong turn?
1 What is the structure of this passage?
A Compare and contrast B Chronological order C Cause and effect D Argument and evidence
2 How does the paragraph structure create tension?
A By using long, descriptive sentences. B By repeating key words for emphasis. C By organising the passage in a way that builds suspense. D By stating the conclusion at the beginning.
Answers of Practice Exercise: 1. The correct answer is B. The passage follows a clear timeline as Jacob runs through the forest. Events happen in sequence (e.g., “The sun had been high when he started, but now the sky was tinged with deep orange”). This indicates a chronological order structure. 2. The correct answer is C. The passage gradually increases tension by describing Jacob’s rushed movements, fading light, and creeping doubt. The short sentences and logical order of events build suspense.
Passage 2: Text Comparison (Part 1B Example)
Text A: Classic Literature Extract
The river wound through the valley, its surface glinting in the afternoon sun. For centuries, it had carved its path between the hills, shaping the land and the lives of those who lived by its banks. The elders spoke of its power and wisdom, of floods that nourished the fields and droughts that tested their resolve.
Text B: Modern Informational Extract
Rivers are essential to the environment and human life. They provide water for drinking, agriculture, and industry. Many cities were built along rivers due to their strategic importance. However, pollution and climate change have significantly impacted their health, leading to efforts to protect and restore them.
1 How does the organisation of Text A differ from Text B?
A It describes guests laughing loudly and dancing wildly. B It highlights refined movements, soft lighting, and a dignified atmosphere. C It focuses on food and decorations rather than the guests. D It describes the grand ballroom as noisy and chaotic.
2 How does the structure of Text B help its purpose?
A By presenting information logically and factually. B By using dialogue to engage the reader. C By focusing on one person’s experience. D By organising events in a story-like manner.
Answers of Practice Exercise:
1. The correct answer is B. Text A tells a historical and descriptive story about the river’s significance, using a narrative structure. Text B, on the other hand, presents facts in an informative structure. 2. The correct answer is A. Text B’s clear, fact-based structure makes it easier to understand key points about rivers, fulfilling its purpose of informing the reader.
9. Identifying and understanding the effect of different viewpoints.
🔎 What Are Viewpoints, and Why Are They Important?
A viewpoint is the perspective from which a story is told or an argument is presented. Understanding different viewpoints helps readers critically engage with texts, recognise bias, and evaluate the effect of perspective on meaning.
Types of Viewpoints in Texts:
First-Person Viewpoint – The narrator is a character in the story, using “I” or “we”. This creates a personal and intimate perspective.
Third-Person Limited Viewpoint – The narrator knows the thoughts and feelings of one character, making the story feel focused on that character’s experiences.
Third-Person Omniscient Viewpoint – The narrator knows the thoughts and feelings of all characters, providing a broader understanding of events.
Objective Viewpoint – The narrator presents facts without revealing emotions or personal opinions.
Persuasive Viewpoint – The author takes a stance on a topic and tries to convince the reader to agree with their perspective.
Contrasting Viewpoints – Two different perspectives are presented to highlight differences in beliefs, experiences, or emotions.
💡 Key Features to Look For:
Pronouns – “I”, “he/she”, or “they” indicate different perspectives.
Tone and Emotion – Does the author sound neutral, opinionated, or emotional?
Bias and Subjectivity – Does the text favour one perspective over another?
Effects on the Reader – How does the viewpoint influence the way the reader understands the text?
How These Questions Appear in the NSW Selective Test
Part 1A: Fiction Passage Comprehension
The passage is usually a single narrative.
Questions will ask students to determine whose viewpoint is being expressed and how it influences the story.
Example question types:
“What is the narrator’s viewpoint in this passage?”
“How does the narrator’s perspective affect the way we understand the events?”
“Which sentence best illustrates the character’s point of view?”
Part 1B: Text Comparison
Students compare two passages, often from different time periods or with different viewpoints.
The focus is on how viewpoints shape meaning and how different perspectives affect the reader’s interpretation.
Example question types:
“How does the viewpoint in Text A differ from that in Text B?”
“Which passage presents a more biased perspective?”
“How does the change in viewpoint between the two texts affect the reader’s understanding?”
📍 Step-by-Step Guide to Determining Word Meaning
Identify the Narrator or Speaker
Is the text written in first person, third person, or another style?
Look for Opinion or Bias
Does the author take a side, or do they remain neutral?
Consider the Effect on the Reader
How does the viewpoint change the way we experience the text?
Compare Two Viewpoints (For Part 1B)
What are the differences in perspective? How does each viewpoint influence the way events are portrayed?
🚀 Practice Exercises
Passage 1: Fiction (Part 1A Example)
I had never been more nervous in my life. The entire auditorium was silent, and I could feel a hundred pairs of eyes watching me as I stepped onto the stage. My hands trembled as I gripped the microphone, my heart pounding so loudly I was sure the audience could hear it too. Just last week, my best friend Sarah had told me how easy this would be. “You’ll be fine,” she had said. Easy for her to say. She wasn’t the one about to make a fool of herself in front of the whole school.
1 What is the viewpoint of this passage?
A First-person B Third-person omniscient C Third-person objective D Second-person
2 How does the narrator’s viewpoint affect the passage?
A It provides an objective and neutral account of events. B It allows the reader to experience the narrator’s anxiety firsthand. C It presents multiple perspectives from different characters. D It gives detailed factual information about the event.
Answers of Practice Exercise:
1. The correct answer is A. The passage is written from the first-person viewpoint, using “I” to describe the narrator’s emotions and experiences. The reader gets direct insight into the narrator’s thoughts and fears. 2. The correct answer is B. The use of first-person narration puts the reader inside the character’s mind, making them feel the narrator’s nervousness and fear.
Passage 2: Text Comparison (Part 1B Example)
Text A: Classic Literature Extract
Jonathan gazed at the sprawling city below. From the balcony of his father’s estate, he could see the bustling streets where merchants called out their wares and children ran through the alleyways. “You must learn to appreciate the beauty of our city,” his father had often told him. But to Jonathan, it was not beauty—it was a prison. Every street, every building, every stone reminded him of the expectations placed upon him. One day, he would leave it all behind.
Text B: Modern Memoir Extract
I still remember the first time I set foot in the city. The towering skyscrapers, the neon signs blinking in the dusk, the hum of people moving with purpose. It was thrilling, overwhelming, and unlike anything I had ever known. Back home, the nights were silent, the streets empty by 9 p.m. But here, the world never slept. I had never felt more alive.
1 How do the viewpoints in Text A and Text B differ?
A Text A presents a nostalgic view of the city, while Text B is factual. B Text A sees the city as confining, while Text B sees it as exciting and full of possibility. C Text A describes the city positively, while Text B finds it dull and lifeless. D Both texts have the same perspective on city life.
2 What effect does the viewpoint in Text B have on the reader?
A It creates excitement and admiration for the city. B It makes the reader feel sympathy for the narrator’s struggles. C It emphasises the dangers of city life. D It presents the city as ordinary and unremarkable.
Answers of Practice Exercise:
1. The correct answer is B. In Text A, Jonathan feels trapped by the city and its expectations, while in Text B, the narrator feels thrilled and energised by the city’s vibrancy. These contrasting viewpoints influence how the reader perceives urban life. 2. The correct answer is A. The narrator’s enthusiasm and detailed descriptions of the city’s energy and movement create excitement and admiration
Part 2 – Poetry
1. Understanding the Poetry Section in the Test
In Part 2 of the NSW Selective Test Reading Section, students will be given a short poem and six multiple-choice questions. These questions will not require knowledge of formal literary terms, but they will assess a student’s ability to understand:
The effect of stylistic features – How language techniques influence meaning.
Imagery and metaphor – How poets create mental pictures and deeper meaning.
Implicit meaning – Ideas suggested rather than directly stated.
The organisation and structure of the poem – How the poem is arranged and why.
The writer’s purpose – What message or emotion the poet is trying to convey.
📍 Step-by-Step Guide to Answering Text Comparison Questions
Read the Poem Carefully
Read it twice: first to get a general sense, then again for deeper meaning.
Identify any words or phrases that stand out.
Identify Key Stylistic Features
Imagery – What pictures does the poem create?
Metaphors & Similes – Does the poet compare one thing to another?
Personification – Are non-human things given human qualities?
Alliteration & Sound Effects – Do repeated sounds enhance the poem’s impact?
Consider the Structure
How many stanzas (paragraphs in poetry) are there?
Is there a clear rhythm or rhyme scheme?
Does the structure help convey the meaning?
Identify the Poet’s Purpose
Is the poem meant to express an emotion (e.g., joy, sadness, nostalgia)?
Does it tell a story or describe a scene?
Is there a lesson or message?
Answer the Questions Using Evidence
Look at specific lines or phrases to support your answers.
Use elimination techniques to remove incorrect choices.
🚀 Practice Exercises
Poem 1: Nature and Reflection
The silver moon glides across the lake, A quiet hush, a gentle wake. Stars whisper secrets to the trees, As the cool night hums with a tender breeze.
1 What mood does the poet create in the poem?
A Joyful and energetic B Calm and peaceful C Dark and eerie D Fearful and tense
2 What is the effect of the phrase “stars whisper secrets to the trees”?
A It personifies the stars, making them seem alive. B It shows that the poet believes trees can talk. C It tells the reader an important fact about nature. D It describes a loud and busy environment.
3 What is the main theme of the poem?
A The power of the ocean B The beauty and stillness of night C A storm approaching D The excitement of a city
Answers of Practice Exercise:
1. The correct answer is B. The poet describes the moon gliding, stars whispering, and a tender breeze, all of which create a sense of calm and peace. 2. The correct answer is A. The stars are given human qualities (whispering), which is an example of personification. This makes the scene feel more magical. 3. The correct answer is B. The poem describes the moon, stars, and a gentle night breeze, highlighting the beauty of nighttime.
Poem 2: Change and Growth
The autumn leaves drift down so slow, A golden shower, a fiery glow. They dance and twirl, then touch the ground, A whisper soft, without a sound.
1 Which of the following best describes the poet’s purpose?
A To describe a storm B To show the movement of leaves in autumn C To warn about the dangers of change D To compare nature to machines
2 What effect does the phrase “a whisper soft, without a sound” create?
A It emphasises the silence of falling leaves. B It suggests that the leaves are angry. C It makes the poem feel loud and chaotic.. D It describes a loud and busy environment.
3 How does the structure of the poem contribute to its meaning?
A The short lines and rhyming pattern create a flowing, gentle rhythm. B The poem has no structure, making it confusing. C The long, detailed paragraphs create a rushed feeling. D The structure is unrelated to the poem’s meaning.
Answers of Practice Exercise:
1. The correct answer is B. The poem focuses on the drifting and falling of autumn leaves, creating a peaceful image of seasonal change. 2. The correct answer is A. The phrase uses imagery and contrast to show how the leaves fall softly and silently, reinforcing the peaceful mood. 3. The correct answer is A. The short, flowing lines and rhyme scheme create a gentle, drifting movement, which mirrors the way the leaves fall.
2. Key Skills
1. Understand the effect of stylistic features in the poem, including the use of imagery and metaphor
🔎 What Are Stylistic Features in Poetry?
Stylistic features in poetry refer to the literary techniques and writing choices used by poets to create meaning, imagery, rhythm, and emotional impact. These elements shape how a reader experiences and interprets the poem.
💡 Key Stylistic Features in Poetry:
Imagery – Descriptive language that appeals to the senses (sight, sound, taste, touch, smell).
Metaphor & Simile – Comparisons to deepen meaning (e.g., “Her smile was sunshine” vs. “Her smile was like sunshine”).
Personification – Giving human qualities to non-human things (e.g., “The wind whispered through the trees”).
Repetition – Repeating words or phrases for emphasis.
Rhyme & Rhythm – Patterns of sound and beat that give the poem flow.
Enjambment – When a sentence continues beyond the end of a line, adding movement.
Contrast – Using opposites to highlight differences (e.g., “dark and light”, “joy and sorrow”).
How These Questions Appear in the NSW Selective Test
Part 2: Poetry Analysis
The passage is a short poem.
Questions will ask students to determine how stylistic features affect meaning and impact, especially imagery and metaphor.
Example question types:
“How does the poet use imagery to create an effect?”
“What is the purpose of a metaphor in the poem?”
“How does the poet’s use of personification influence the mood?”
📍 Step-by-Step Guide to Analysing Imagery and Metaphors in Poetry
Identify Imagery and Sensory Details
Look for words that appeal to the five senses: sight, sound, taste, touch, smell.
Recognise Metaphors and Similes
Metaphor: A direct comparison (e.g., “The clouds were cotton” – meaning they were soft and fluffy).
Simile: A comparison using “like” or “as” (e.g., “The clouds were like cotton”).
Consider the Poet’s Intent
Why has the poet chosen these images or comparisons?
What feeling or meaning do they create?
Analyse the Impact on the Reader
Does the poem feel joyful, melancholic, mysterious, or energetic?
How do the imagery and metaphors contribute to this feeling?
Look for Patterns and Contrasts
Do certain words or images repeat?
Does the poet compare two different ideas?
🚀 Practice Exercises
Poem 1: The Power of Nature
The waves crash loud against the shore, A mighty roar, a thundering score. The wind, it howls, a fierce embrace, Yet whispers soft with fleeting grace.
1 What is the effect of imagery in this poem?
A It describes a peaceful, quiet ocean. B It creates a sense of power and movement. C It focuses on the scientific properties of water. D It shows a conversation between two people.
2 How does the metaphor “a fierce embrace” affect the poem?
A It makes the wind seem friendly. B It describes how people feel about the weather. C It shows that the wind can be both strong and gentle. D It has no impact on the poem’s meaning.
Answers of Practice Exercises:
1. The correct answer is B. The poet describes the waves as “crashing loud” and the wind as “howling”, using strong sensory details to make the ocean feel alive and powerful. 2. The correct answer is C. The metaphor compares the wind to an embrace, suggesting that it can be both powerful and protective, adding depth to the poem’s description.
Poem 2: A Child’s Dream
I float upon a golden cloud, My laughter light, my spirit proud. The stars reach down to touch my hand, A world unseen, a dream so grand.
1 How does the poet use imagery in this poem?
A To describe a dark and frightening scene B To create a dreamlike, magical feeling C To explain how clouds are formed D To compare sleep to hard work
2 What is the effect of the metaphor “the stars reach down to touch my hand”?
A It shows that the speaker is an astronaut. B It means the speaker can control the stars. C It makes the stars seem alive and magical. D It describes a scientific fact about stars.
Answers of Practice Exercises:
1. The correct answer is B. Words like “golden cloud”, “stars reach down”, and “dream so grand” create a magical and imaginative scene that makes the reader feel like they are in a dream. 2. The correct answer is C. The metaphor gives the stars human-like qualities, making them seem magical and within reach, adding to the poem’s dreamlike tone.
Implicit meaning in poetry refers to ideas, emotions, or messages that are suggested rather than directly stated. Poets often use figurative language, symbolism, and subtle imagery to communicate deeper meanings beyond the literal words.
💡 Common Ways Poets Convey Implicit Meaning:
Symbolism – Objects, colours, or settings represent deeper ideas (e.g., “a withered rose” symbolising lost love).
Metaphors & Similes – Comparisons that suggest meaning beyond the surface (e.g., “Her heart was a locked door”).
Personification – Giving human qualities to non-human things to create emotional depth.
Imagery – Descriptive language that evokes emotions and connections beyond the words.
Contrasts & Juxtapositions – Opposing ideas placed together to highlight meaning.
Tone & Mood – The way a poem “feels” can hint at underlying themes.
How These Questions Appear in the NSW Selective Test
Part 2: Poetry Analysis
The passage is a short poem.
Questions will ask students to interpret deeper meanings based on word choice, figurative language, and context.
Example question types:
“What does the poet suggest about the speaker’s emotions?”
“What is implied by the phrase ‘a bird with silent wings’?”
“How does the poet use contrast to create an underlying message?”
📍 Step-by-Step Guide to Analysing Imagery and Metaphors in Poetry
Look Beyond the Literal Meaning
Ask yourself: Is there a deeper idea behind these words?
Identify Figurative Language
Look for symbols, metaphors, similes, and personification.
Consider what these comparisons reveal beyond the words.
Consider the Poet’s Purpose
Why did the poet choose these words and images?
What emotions or thoughts are they trying to create?
Analyse the Mood and Tone
Does the poem feel happy, sad, mysterious, or reflective?
How does this contribute to a hidden message?
Pay Attention to Contrasts and Patterns
Are opposing ideas placed together? (e.g., light vs. dark, silence vs. noise, life vs. death)
Repeated words or phrases often signal important meanings.
🚀 Practice Exercises
Poem 1: The Changing Seasons
The golden leaves drifted down, A whispered song upon the ground. The air was crisp, the sky burned red, As summer’s warmth at last had fled.
1 What does the poem imply about the changing seasons?
A The speaker dislikes autumn. B Summer has disappeared quickly and permanently. C The transition from summer to autumn is peaceful but inevitable. D Winter is arriving suddenly.
2 What is implied by the phrase “a whispered song upon the ground”?
A The leaves are actually making music. B The movement of the leaves is soft and gentle. C The wind is making the leaves dance in a storm. D The poem is about people singing in a field.
Answers of Practice Exercise:
1. The correct answer is C. The imagery of “golden leaves” and “whispered song” creates a calm, gradual transition. The phrase “summer’s warmth at last had fled” suggests that change is natural but unavoidable. 2. The correct answer is B. The “whispered song” is a metaphor for the soft movement of falling leaves. It suggests grace and tranquility, rather than literal music.
Poem 2: A Silent Visitor
The shadow moved without a sound, A silent guest upon the ground. It stretched and bent, then slipped away, Fading slow at end of day.
1 What does the “silent guest” refer to?
A A ghost B A memory C A shadow D A lost friend
2 How does the poet create an implicit meaning of time passing?
A By describing the movement and fading of the shadow. B By saying “a silent guest”. C By comparing the shadow to a person. D By describing the sun setting.
Answers of Practice Exercises:
1. The correct answer is C. The “silent guest” moves without a sound and fades at the end of the day, just like a shadow. The phrase subtly suggests time passing or fleeting existence. 2. The correct answer is A. The shadow “stretched and bent, then slipped away”, symbolising how time moves quietly and inevitably.
3. Understanding of its organisation and structure
🔎 What Is Organisation and Structure in Poetry?
▪️ Poetic Organisation
The organisation of a poem refers to how the poet arranges ideas, lines, and stanzas to create meaning and impact. Understanding the poem’s organisation helps readers grasp its rhythm, flow, and emphasis.
▪️Poetic Structure
The structure of a poem includes its overall form, stanza arrangement, rhyme scheme, rhythm, and line length. Different structures create different effects on the reader.
💡 Common Poetic Structures:
Stanzas and Line Breaks – How lines are grouped (e.g., couplets, quatrains, free verse).
Rhyme Scheme – The pattern of rhyming words (e.g., ABAB, AABB, free verse).
Rhythm and Meter – The beat or pattern of stressed and unstressed syllables.
Enjambment vs. End-Stopped Lines – When a thought continues onto the next line vs. when it stops at the end of a line.
Repetition and Parallelism – Repeating words, phrases, or structures to reinforce meaning.
Contrast and Progression – How the poem develops from one idea or mood to another.
How These Questions Appear in the NSW Selective Test
Part 2: Poetry Analysis
The passage is a short poem.
Questions will ask students to determine how the organisation and structure contribute to meaning and effect.
Example question types:
“How does the poem’s stanza arrangement affect its meaning?”
“What effect does the use of enjambment have in this poem?”
“Why has the poet chosen this rhyme scheme?”
“How does the structure reflect the poem’s theme?”
📍 Step-by-Step Guide to Analysing Organisation and Structure in Poetry
Identify the Poem’s Structure
How many stanzas are there?
Is there a regular rhyme scheme or rhythm?
Are the lines short or long?
Look for Patterns in Line Breaks and Stanzas
Are thoughts completed in one line or continued across multiple lines (enjambment)?
Does the poem change in structure midway to signal a shift in tone or meaning?
Consider the Effect of Rhyme and Rhythm
A fast rhythm may create excitement or urgency.
A slow, flowing rhythm may create a sense of calm or reflection.
Analyse the Poet’s Purpose
Why has the poet chosen this particular form?
Does the structure help emphasise an important theme or message?
🚀 Practice Exercises
Poem 1: The River’s Path
The river winds, so free, so wide, A silver ribbon, swift with pride. It bends and twists, then slows once more, Until it meets the waiting shore.
1 How does the structure of this poem reflect its meaning?
A The short lines make the poem feel chaotic and disconnected. B The flowing lines mirror the movement of the river. C The poem’s rhyme scheme makes it difficult to read. D The structure makes the poem feel random and unpredictable.
2 What effect does the rhyme scheme (AABB) have on the poem?
A It gives the poem a musical, flowing quality. B It makes the poem feel rough and unstructured. C It interrupts the poem’s meaning. D It causes confusion about the theme.
Answers of Practice Exercise:
1. The correct answer is B. The smooth and rhythmic flow of the lines mimics the movement of a river, reinforcing the poem’s theme. 2. The correct answer is A. The AABB rhyme scheme makes the poem smooth and easy to read, enhancing the feeling of the river’s movement.
Poem 2: Echoes of Time
The clock ticks slow, yet time moves fast, A moment here, then gone, now past. The echoes fade, but still remain, A whispered trace of joy and pain.
1 How does the use of enjambment affect the poem?
A It makes the poem difficult to follow. B It keeps the ideas flowing, just like time. C It prevents the poem from having rhythm. D It shortens the poem unnecessarily.
2 What effect do the words “time” and “echoes” create?
A It confuses the reader by repeating too many ideas. B It reinforces the poem’s theme of lasting memories and passing moments. C It makes the poem seem uncertain. D It adds humour to the poem.
Answers of Practice Exercise:
1. The correct answer is B. The poet allows ideas to carry over to the next line without a pause, mimicking how time continuously moves forward. 2. The correct answer is B. The words “time” and “echoes” emphasises the idea that moments pass but leave behind traces, reinforcing the theme of memory.
4. Writer’s purpose
🔎 What Is the Writer’s Purpose in Poetry?
The writer’s purpose is the reason why a poet wrote the poem. Poets use language and structure deliberately to create an impact on the reader, whether to express emotions, describe experiences, or convey a message.
💡 Common Purposes in Poetry:
To Express Emotion – The poet conveys feelings such as joy, sadness, nostalgia, or anger.
To Tell a Story – The poem narrates an event or personal experience.
To Create an Image – The poem focuses on vivid descriptions to engage the reader’s senses.
To Persuade or Influence – The poet tries to change the reader’s opinion or make them reflect on an issue.
To Entertain – The poem aims to amuse or engage the reader through rhythm, rhyme, or humour.
To Teach or Explain – The poet conveys a moral, a lesson, or an insightful idea.
🔑 Key Features to Look For:
Word Choice (Diction) – Does the poet use emotional, persuasive, or descriptive language?
Tone and Mood – What emotions does the poem create?
Imagery and Symbolism – Are there deeper meanings behind the words?
Structure and Style – Does the poet’s organisation of lines and stanzas affect the message?
How These Questions Appear in the NSW Selective Test
Part 2: Poetry Analysis
The passage is a short poem.
Questions will ask students to determine why the poet wrote the poem and what message they aim to convey.
Example question types:
“What is the main purpose of this poem?”
“How does the poet’s word choice support their purpose?”
“What message does the poet want the reader to take away?”
📍 Step-by-Step Guide to Identifying the Writer’s Purpose in Poetry
Identify the Main Theme of the Poem
What is the poem about?
Is it describing, telling a story, or persuading?
Look for Emotion and Tone
What feelings does the poem create?
Does it seem joyful, reflective, urgent, or serious?
Consider the Poet’s Choice of Language
Are there powerful images or persuasive techniques?
Does the poet use metaphors, similes, or alliteration to strengthen their message?
Analyse the Structure
Does the poem follow a clear progression?
Does repetition or a specific format reinforce the message?
Determine the Reader’s Response
How does the poem make the reader think or feel?
Does it leave a strong impression or teach a lesson?
🚀 Practice Exercises
Poem 1: A Walk Through Time
The footprints fade upon the sand, Washed away by time’s own hand. Moments lost, yet echoes stay, Whispered dreams of yesterday.
1 What is the main purpose of this poem?
A To explain how sand moves with the tide. B To describe a beach scene. C To reflect on the passing of time and memories. D To warn people about the dangers of the ocean.
2 How does the poet’s word choice support their purpose?
A By using scientific facts about erosion. B By using nostalgic and reflective language. C By making the poem humorous. D By describing the sounds of the ocean.
Answers of Practice Exercise:
1. The correct answer is C. The poem’s use of “footprints fading” and “whispered dreams of yesterday” suggests a reflection on time and memories, making the purpose to reflect on the passing of time. 2. The correct answer is B. Words like “fade”, “washed away”, and “whispered dreams” create a gentle, nostalgic tone, reinforcing the theme of lost time and memory.
Poem 2: The Voice of the Wind
It calls my name in whispered song, A restless tune both wild and strong. It sings of lands I’ve never known, Of distant shores and seeds unsown.
1 What is the poet’s likely purpose in this poem?
A To describe how the wind moves across the sky. B To explore a longing for adventure and discovery. C To provide a warning about storms. D To explain the science of wind currents.
2 What effect does the poet’s use of personification have?
A It makes the wind seem alive and calling to the speaker. B It provides a logical explanation of how wind forms. C It creates a fearful and tense atmosphere. D It makes the poem feel like a factual report.
Answers of Practice Exercise:
1. The correct answer is B. The wind is personified as a voice calling the speaker to distant lands, suggesting a desire for adventure and exploration. 2. The correct answer is A. The poet describes the wind as if it has a voice, making it feel mysterious and inviting, which strengthens the theme of adventure.
Part 3: Gap Match and Summary Phrases
1. Gap Match Task
🔍What is the Gap Match Task?
In the Gap Match Task, candidates are presented with a factual text with six missing sentences. Seven sentences are provided as options, but one extra sentence does not belong anywhere in the text. The goal is to find the sentence that best fits each gap while maintaining the logical flow, structure, and cohesion of the passage.
💡 Key Skills Assessed
Textual Cohesion – Understanding how ideas connect logically.
Recognising Main Ideas – Identifying the topic of each paragraph.
Logical Flow of Information – Ensuring the passage progresses smoothly.
Inference and Context Clues – Using hints from the passage to determine the best-fitting sentence.
📍Step-by-Step Guide to Answering Gap Match Questions
Read the Entire Passage First
Before attempting to fill in the gaps, read the whole passage carefully to understand its overall meaning and structure.
Identify Key Themes and Main Ideas
Ask: What is the passage about?
Determine the topic and purpose of each paragraph.
Look for Clues Before and After Each Gap
The sentences before and after each gap provide hints about the missing sentence’s topic, tone, and transition.
Identify words that indicate cause-effect, contrast, or continuation.
Match Sentences to Gaps Using Context Clues
Ensure the sentence logically connects with the text before and after the gap.
Check that it does not repeat information already in the passage.
Eliminate the Extra Sentence
There is always one sentence that does not belong anywhere in the passage.
Identify a sentence that introduces a new topic not discussed in the passage.
🚀 Practice Exercises
Read the text below then answer the questions.
Six sentences have been removed from the text. Choose from the sentences (A – G) the one which fits each gap (1 – 6). There is one extra sentence which you do not need to use.
Science Attitudes in Australia
In a 2007 review of science education in Australia, the most recent of its kind, Russell Tytler stated that the underlying reason for poor scientific literacy is the significant shortage of qualified and suitably-trained science teachers in Australian schools. 1 …………… . Together, the findings of these reports paint a gloomy picture in terms of the scientific capabilities of future Australians. No-one could argue the pivotal role teachers play in providing engaging science education to students.
But qualified and professionally competent teachers alone are insufficient to address this challenge – which I believe is one of the most, if not the greatest, challenge confronting Australia. Australia, as a culture, should recognise the importance of education, including science education, if it’s to move alongside other so-called “knowledge economies” internationally. 2 …………… . Consultation documents earlier this year from the Inspiring Australia initiative argue strong links between the constituent parts of the national innovation system are crucial to maintaining and improving Australia’s current economic climate.
One international comparative study documenting the Relevance of Science Education found that Australian school students dislike science. 3 …………… . Young Australians’ dislike for science is further evidenced by the declining numbers opting to study science at high school and fewer still who go on to study science at university level.
Could it be that the popular Aussie cultural outlook is a mismatch for the demanding nature of science? I have selected two popular Australian ideologies to, perhaps, offer some insight to this statement. Tall poppies need to be cut down. This popular ideology, entrenched in Australian society, implies those who strive to stand apart need to be brought down a peg or two. 4 …………… . In essence, a new scientific discovery is a paradigm shift, because it changes the way things will be done, and sometimes the way we think about the world. It’s not possible to expect someone to excel in science and not to stand out.
No worries … she’ll be right, mate. 5 …………… . In fact, “no worries, she’ll be right” is used to characterise Australians internationally (even extra-terrestrially). Science, however, means serious business, at least in the context of developed economies competing to stay ahead of each other in the face of global change. Science demands dedication in those who engage in it and rigour in its processes.
Whether Australia aims to achieve scientific excellence comparable to other developed nations (as summarised in the Expert Working Group Report to Develop and Evidence Base for Science Engagement in Australia) or its intention is mediocre participation with science on a daily basis, these are questions the country needs to address. 6 …………… . Most importantly, this would mean revising the popular cultural attitude towards education in general. If these and similar actions are possible, “she’ll be right, mate”.
A Australia as a competing economy needs to face social, economic and environmental challenges mediated by global change.
B Unfortunately, this ideology does not complement the process of scientific achievement.
C If the vote is for a more proactive approach to scientific literacy, Australia will need to decide how much of its popular cultural ideology, which essentially forms its national identity, should change.
D This reflects an extreme, and perhaps unhealthy, reliance on chance and destiny.
E This highlights the need to re-imagine science education in order to engage students for the sake of Australia’s future.
F This popular expression is used by Australians to emphasise a laidback attitude to life.
G High school teachers reported more than three quarters of their students were openly unenthusiastic about science.
🚩 Solving with a 5-Step Approach
Below is a clear example of how someone might solve the “Science Attitudes in Australia” passage using five logical steps. At the end, you will see which sentences (A – G) match each gap (1 – 6).
▶ Step 1: Skim the Entire Passage First
Why? Reading the entire text quickly – without focusing on the blanks – helps get an overview of the topic. Here, it’s about Australians’ attitudes toward science, the importance of science education, and certain cultural ideas that may conflict with a strong science focus.
How? Notice that the text mentions teacher shortages, cultural ideologies like “tall poppies” and “no worries”, and the broader question of whether Australia wants “excellence” or “mediocrity” in science.
▶ Step 2: Examine the Context Around Each Blank
Look at the sentence before and after each gap to see what kind of content is missing:
Blank (1): Mentions “the shortage of qualified science teachers” and then says “Together, the findings paint a gloomy picture…”. The missing line likely emphasises why improving science education is crucial. Blank (2): States Australia should recognise education’s importance to remain a “knowledge economy”, then mentions “Consultation documents… are crucial.” This suggests the missing line addresses challenges Australia faces as it competes globally. Blank (3): Mentions an international study showing Australian students dislike science, then says, “Young Australians’ dislike… is further evidenced by declining numbers….” So the missing sentence should expand on the widespread lack of enthusiasm. Blank (4): Talks about the “tall poppy” mindset (people who excel must be cut down), followed by, “It’s not possible to expect someone to excel in science and not stand out.” The missing line likely states that this ideology clashes with scientific progress. Blank (5): Mentions “No worries … she’ll be right, mate”, describing a laidback, carefree attitude, then contrasts it with the seriousness of science. Blank (6): Follows the choice between aiming for “scientific excellence” or “mediocre participation”. The missing line should connect adopting a proactive stance with the cultural attitude changes mentioned next.
▶ Step 3: Briefly Summarise Each Option (A–G)
A: Australia faces global challenges. B: Tall poppy mindset hurts science. C: Proactive science links to deciding on cultural ideology. D: Reflects extreme reliance on chance. E: Re-imagine science education for the future. F: Explains a laidback Aussie expression. G: Most students dislike science, say teachers.
▶ Step 4: Match Each Blank to Its Best-Fitting Sentence
Blank (1) The text mentions the shortage of science teachers, then references “findings” that paint a gloomy picture. E fits well: “This highlights the need to re-imagine science education in order to engage students for the sake of Australia’s future.” It logically follows from the idea that a teacher shortage causes poor science literacy.
Blank (2) Australia wants to stay abreast of “knowledge economies” worldwide, and the next line cites national innovation system documents. A works: “Australia as a competing economy needs to face social, economic and environmental challenges mediated by global change.” It underscores the broader challenges prompting stronger science and education policies.
Blank (3) The text says Australian school students dislike science, then references additional evidence (falling enrolments). G is ideal: “High school teachers reported more than three quarters of their students were openly unenthusiastic about science.”
Blank (4) This comes after describing the “tall poppy” mentality and before explaining why scientific discovery inherently sets people apart. B works: “Unfortunately, this ideology does not complement the process of scientific achievement.” It highlights the conflict between tall poppy thinking and standing out through innovation.
Blank (5) The text presents “No worries … she’ll be right, mate”, then states “In fact, ‘no worries…’ is used internationally.” F best introduces the phrase’s meaning: “This popular expression is used by Australians to emphasise a laidback attitude to life.”
Blank (6) The text presents Australia’s choice: aim for “scientific excellence” or settle for “mediocre participation”. C fits perfectly: “If the vote is for a more proactive approach…” links this choice to deciding on cultural ideology changes.
After placing these, D remains unused.
▶ Step 5: Confirm the Unused Option
Having filled all blanks with logical choices, D (referring to “an extreme reliance on chance and destiny”) is not used. Re-reading the text with the chosen sentences confirms a smooth flow, so D is indeed the leftover.
✅ Final Answer List
E
A
G
B
F
C
(D is not used.)
⚠️ Common Mistakes and How to Avoid Them
1. Placing Sentences Based on Vocabulary Instead of Meaning • A sentence may contain similar words to the passage, but that does not mean it fits logically. • Always check if the sentence matches the flow of ideas.
2. Ignoring Transition Words • Words like “however”, “therefore”, “for example”, “in contrast” provide clues about whether the sentence should show a cause-effect relationship, an example, or a contradiction.
3. Not Reading the Whole Passage First • If you only read the sentence before a gap, you might miss the overall flow of the text. • Always read the full passage before making your selections.
2. Summary Phrases Task
🔍What is the Summary Phrases Task?
In the Summary Phrases Task, candidates are presented with a factual text divided into six paragraphs. Alongside the text, there are seven summary phrases—one for each paragraph, with one extra phrase that does not fit anywhere. The goal is to match the correct summary phrase to each paragraph while understanding the main idea and global meaning of the passage.
💡 Key Skills Assessed
Understanding Main Ideas – Identifying what each paragraph is about.
Global Comprehension – Seeing how different parts of the text connect.
Recognising Key Themes – Finding the most important message in each section.
Eliminating Distractors – Identifying the one summary phrase that does not fit anywhere.
📍Step-by-Step Guide to Answering Gap Match Questions
Read the Entire Passage First
Before attempting to fill in the gaps, read the whole passage carefully to understand its overall meaning and structure.
Identify the Main Idea of Each Paragraph
Ask: What is the passage about?
Determine the topic and purpose of each paragraph.
Compare the Summary Phrases to Each Paragraph
The sentences before and after each gap provide hints about the missing sentence’s topic, tone, and transition.
Identify words that indicate cause-effect, contrast, or continuation.
Eliminate Incorrect Summary Phrases
Ensure the sentence logically connects with the text before and after the gap.
Check that it does not repeat information already in the passage.
Double-Check That the Extra Summary Phrase Does Not Fit
There is always one sentence that does not belong anywhere in the passage.
Identify a sentence that introduces a new topic not discussed in the passage.
🚀 Practice Exercises
Read the text below, which consists of six paragraphs (questions 1 – 6).
For questions 1 – 6, choose the option (A – G) which best summarises each paragraph. There is one extra option which you do not need to use.
A Flack overcomes obstacles while refusing to give up
B Unexpected journey to the Olympic games
C Flack creates history at the Olympics and redefines success
D Flack makes daring choices and challenges himself
E The account of Flack’s earlier life and Olympics journey
F Australia’s unofficial champion who ran for the country’s glory
G Achieving fame and prosperity through career pursuits
Defining Moments in Australian History: Australia’s first Olympian 1 …………
Edwin Flack, an accountant and champion runner, was Australia’s only competitor at the first modern Olympics in 1896 in Athens. There, he won the 800 m and 1500 m, participated in the marathon, and placed third in doubles tennis. Flack was born in London on 5 November 1873 but moved to Melbourne five years later with his family. He attended Melbourne Church of England Grammar School and developed into a talented runner, competing in inter-club events around Victoria. After leaving school in 1892, Flack worked at his father’s accountancy firm, Davey, Flack & Co. He won the mile in the Australasian Championship in 1893 and founded the Melbourne Hare and Hounds running club. The following December, he won the Victorian mile and half-mile middle distance races (equivalent to today’s 800 m and 1500 m events).
2 …………
Encouraged by his father, Flack went to England in 1895 to gain experience with chartered accountants Price, Waterhouse & Co. (now PwC). There, he joined several running clubs, and the London Athletic Club nominated him to compete in the 1896 Olympics. Taking six days by train and ship to Athens, Flack suffered from seasickness and was weak when he reached Greece on 1 April, five days before the game’s official start.
3 …………
He also chose to run the 800 m and 1500 m races, and he submitted his name for the marathon event of 26 miles, although previously, the longest race he’d competed in was the Victoria 10-mile cross-country championship. On 6 April, he won his 800 m heat in 2 minutes and 10 seconds. The next day was the 1500 m event, with eight runners competing. The favourites were Flack, Frenchman Albin Lermusiaux and American Arthur Blake. As the race entered the home stretch, Flack and Blake were battling for the lead. The Australian took the American at the line, winning by less than a second in 4 minutes 33.2 seconds. It was the first athletics race at the games not won by an American, and Flack was feted as a hero.
4 …………
The finals of the 800 m race were held two days later. Lermusiaux had withdrawn to concentrate on the prestigious marathon to be run the following day, and Flack, now favourite, won easily in 2 minutes and 11.9 seconds. On 10 April, Flack competed in the marathon. The race began at 2 pm, the hottest time of the day. There were 25 competitors; all but four of them Greek. The foreigners were Flack, Lermusiaux, Blake and Kellner, a Hungarian. Lermusiaux led early, with Flack coming second after six miles. Flack passed the Frenchman after 20 miles, and soon after, Lermusiaux dropped out. But then Flack hit the ‘runner’s wall’ and lost energy. The eventual winner, Spyridon Louis, passed him at 22 miles. Flack continued on, swaying from side to side across the road, but eventually collapsed after 24 miles. He was taken by carriage to the finish line at the Panathenaic Stadium.
5 …………
Flack was an incredibly popular champion. In a letter to his family, he said, “They tell me I have become the ‘Lion of Athens’. I could not go down the street without having a small crowd of people following me on all sides.” During the games, Flack competed in tennis and, pairing with his English friend and roommate George Robertson, came third in the doubles. After the games, Flack returned to London and continued his accountancy training. He returned to Australia in 1899 and rejoined the family accounting firm, becoming a successful businessman and member of the Australian Olympic Committee.
6 …………
Flack is considered not only Australia’s first Olympian but also our first Olympic champion, even though Australia did not officially come into existence until 1901. At the games, Flack competed for Great Britain, but he ran in his old Melbourne Grammar School shorts and singlet.
🚩 Solving with a 5-Step Approach
Below is a clear example of how someone might solve the “Science Attitudes in Australia” passage using five logical steps. At the end, you will see which sentences (A – G) match each gap (1 – 6).
▶ Step 1: Skim the Passage
We quickly read through all six paragraphs to get a sense of the overall narrative about Edwin Flack, an early Australian Olympian. We notice each paragraph addresses a different aspect of Flack’s biography: from his early life and journey to the Olympics, to his performance, fame, and eventual status as an iconic figure.
Initial Observations:
The text focuses on Flack’s background, his unexpected route to the Olympic Games, his achievements, obstacles, popularity, and ultimate role as Australia’s first Olympian (though the nation wasn’t officially federated yet).
▶ Step 2: Identify Each Paragraph’s Main Idea
We now re-read each paragraph carefully, highlighting keywords and composing a one-sentence summary of the central idea. Paragraph 1 Content: Introduction to Edwin Flack—his birth in London, move to Melbourne, schooling, accountancy career, and success in local middle-distance races. Mentions he was Australia’s only competitor at the first modern Olympics in 1896. Main Idea: Flack’s early life and how he developed into an athlete who went on to compete in the first modern Olympics. Paragraph 2 Content: Flack’s father encouraged him to gain accountancy experience in England. He joined running clubs, was nominated for the 1896 Olympics, then endured a long, uncomfortable trip to Athens, arriving seasick. Main Idea: The unexpected journey to the Olympics—he goes overseas, trains in England, then heads to Greece in rough conditions. Paragraph 3 Content: Flack entered multiple races (800 m, 1500 m, marathon) even though he’d never run such a long distance. He wins his 800 m heat, then battles in the 1500 m final, defeating strong American competition by a narrow margin. Main Idea: Flack makes bold decisions, competing in multiple events (including a new distance for him), and claims a heroic victory in the 1500 m. Paragraph 4 Content: Flack wins the 800 m final as well, then attempts the marathon in scorching midday heat. Leading at one point, he eventually collapses after 24 miles. Main Idea: He faces major challenges (heat, distance) in the marathon but keeps going until his body gives out, demonstrating persistence against obstacles. Paragraph 5 Content: Flack becomes a fan-favourite in Athens—the “Lion of Athens”. He also plays doubles tennis (placing third), returns to London for his career, and later goes back to Australia as a successful businessman and member of the Australian Olympic Committee. Main Idea: Flack’s post-Olympic life sees him gaining both fame and prosperity; he remains involved in sport through official roles. Paragraph 6 Content: Flack is recognised as Australia’s first Olympian and first Olympic champion, though Australia wasn’t federated until 1901. Officially, he competed for Great Britain, but effectively “ran for” Australia in Melbourne Grammar kit. Main Idea: Flack is known as Australia’s unofficial champion, symbolically running for the country’s future glory.
▶ Step 3: Compare Paragraph Summaries with the Options (A–G)
We look at each summary option and see which best fits each paragraph’s main idea:
A: Flack overcomes obstacles while refusing to give up B: Unexpected journey to the Olympic games C: Flack creates history at the Olympics and redefines success D: Flack makes daring choices and challenges himself E: The account of Flack’s earlier life and Olympics journey F: Australia’s unofficial champion who ran for the country’s glory G: Achieving fame and prosperity through career pursuits
Paragraph 1 → (E) Focus: Background on Flack’s early life and path to the Olympics (his family, schooling, accountancy, local victories). (E) “The account of Flack’s earlier life and Olympics journey” fits perfectly. Paragraph 2 → (B) Focus: He travels to England for work, joins running clubs, unexpectedly gets nominated, endures a six-day trip to Athens. (B) “Unexpected journey to the Olympic games” matches the sense of a surprising path, plus seasickness and a rushed arrival. Paragraph 3 → (D) Focus: Flack chooses multiple events, including a marathon for which he’d never properly trained. He wins in thrilling fashion. (D) “Flack makes daring choices and challenges himself” is precisely the point: entering multiple events, pushing his limits. Paragraph 4 → (A) Focus: Despite winning the 800 m, he struggles in the marathon’s heat, collapsing near the end—but not quitting until he physically can’t continue. (A) “Flack overcomes obstacles while refusing to give up” encapsulates his perseverance in the face of exhaustion. Paragraph 5 → (G) Focus: Post-Games, Flack becomes a popular figure, third place in tennis doubles, then returns home to a prosperous business career, eventually serving on the Australian Olympic Committee. (G) “Achieving fame and prosperity through career pursuits” aligns with him becoming the “Lion of Athens”, a successful accountant, and an influential sports figure. Paragraph 6 → (F) Focus: Australia wasn’t federated yet, but Flack is still considered the nation’s first Olympic champion. He wore his Melbourne Grammar kit, effectively competing for Australian pride. (F) “Australia’s unofficial champion who ran for the country’s glory” fits because he symbolically represented Australia even though he was technically on Great Britain’s team at the time.
▶ Step 4: Confirm the Unused Option The only option not used is: (C) “Flack creates history at the Olympics and redefines success.” While Flack indeed made history, no single paragraph specifically focuses on him “redefining success”. The chosen options more precisely capture each paragraph’s key message.
▶ Step 5: Final Review and Answer Confirmation
Let’s confirm our final paragraph-option matches:
Paragraph 1 → (E) Paragraph 2 → (B) Paragraph 3 → (D) Paragraph 4 → (A) Paragraph 5 → (G) Paragraph 6 → (F) Unused Option: (C) Everything aligns with the key points in each paragraph, and (C) logically remains unused.
⚠️ Common Mistakes and How to Avoid Them
1. Choosing a Summary Phrase Based on a Single Word • Some phrases may contain words found in the paragraph but do not match the overall meaning. • Always ensure the summary captures the main idea of the paragraph, not just a detail.
2. Ignoring the Extra Summary Phrase • There is always one phrase that does not fit. Make sure all chosen summaries are logical before identifying the extra one.
3. Not Reading the Entire Passage First • If you only read one paragraph at a time, you might miss the overall structure. • Always read the full passage first before making selections.
Part 4 – Thematic Text Comparison
1. Overview
In Part 4, students will read four shorter extracts that are thematically linked but come from different sources and have different styles and purposes. These sources may include:
● Blogs – Informal, opinion-based writing. ● Articles – Informative or persuasive pieces from newspapers or websites. ● Reviews – Evaluations of books, films, or products. ● Reports – Formal, fact-based documents. ● Personal Accounts – First-person reflections or experiences.
🔍Key Question Types in Part 4
A newspaper report or article is a non-fiction text that provides details about a real-life event or issue. It answers the key questions: Who? What? When? Where? Why? and How? (often called the 5Ws and 1H). The writing style is formal and objective, focusing on facts rather than opinions. Newspaper reports are structured to give the most important information first, followed by supporting details.
Explicit Information Retrieval
Finding details directly mentioned in the text.
Example: Which extract mentions an ongoing struggle to have land ownership officially recognised?
Implied Meaning & Inference
Understanding unstated ideas through word choice and tone.
Example: Which extract explains the reason we are willing to accept absurd things in our dreams as significant?
Attitude & Opinion
Comparing how different authors express their viewpoints.
Example: Which extract is critical of modifications made to the landscape the writer loves?
Purpose Analysis
Identifying why an author wrote a particular text.
Example: Which extract invites readers to think about a common example of society putting great value on heroes?
Style & Register
Examining formality, structure, and tone.
Example: Which extract proposes that a connection to home is vital for your overall well-being?
📍Step-by-Step Guide to Answering Part 4 Questions
Read the Questions First
The questions ask for specific details from one of the four texts. Highlight key terms in the question to focus your reading.
Skim Each Extract to Identify Its Main Idea
What is the central theme of each passage? Is the text factual, reflective, persuasive, or narrative?
Look for Clues in Language and Style
Does the text use emotional language or neutral facts? Is the passage personal (first-person) or objective (third-person)?
Match the Extracts to the Questions
Identify which extract best fits each question based on key phrases and themes. Eliminate options that do not match the required viewpoint, style, or topic.
Double-Check Your Answer with Evidence from the Text
Ensure the answer is supported by words or phrases from the passage. Avoid making assumptions beyond what is stated or implied.
⚠️ Common Mistakes and How to Avoid Them
Not Reading the Questions First
Skimming questions first helps focus your reading on relevant details.
Misinterpreting the Author’s Intent
Pay attention to tone and perspective. A critical text might sound positive at first, but a closer read reveals dissatisfaction.
Matching a Text Based on a Single Word
Some texts share similar vocabulary but different messages. Make sure the whole passage aligns with the question.
Forgetting to Cross-Check Answers
If you are unsure, re-read the extract and compare it with all answer choices before selecting the best one.
2. Key Skills
1. Explicit Information Retrieval
Explicit information retrieval refers to finding details that are directly stated in a text. Unlike implied meaning questions, these questions require candidates to quickly locate and extract factual information without making inferences.
Common Features of Explicit Information Questions
Directly Stated Answers
The correct response can often be found verbatim or closely paraphrased in the text.
Fact-Based, Not Opinion-Based
The answer relies on concrete details rather than interpretation.
Scanning for Keywords
Candidates need to search for matching words or phrases in the text efficiently.
Comparing Multiple Texts
Some questions require identifying which of the four extracts contains the requested information.
How to Recognise an Explicit Information Question:
Which extract mentions …? Which extract describes …? Which extract states …? Which extract provides evidence for …? Which extract includes a fact about …?
Example Question Types:
Which extract mentions an ongoing struggle to have land ownership officially recognised? Which extract describes an experiment measuring different perceptions of belonging? Which extract states that people mostly dream about everyday things?
📍 Step-by-Step Guide to Answering Explicit Information Retrieval Questions
Read the Question First
Identify keywords in the question to guide your search.
Example: If the question asks about an experiment, look for words like “study”, “research”, or “survey”.
Skim the Four Extracts Quickly
Read the first and last sentences of each extract to grasp the main topic.
Decide which extract is most likely to contain the relevant information.
Scan for Matching Keywords
Look for exact words or synonyms from the question.
Example: If the question asks about “land ownership struggles”, search for terms like “property rights”, “indigenous claims”, or “legal battles”.
Verify the Context
Make sure the sentence you find actually answers the question and isn’t just mentioning a related topic.
A sentence may contain similar words but not the specific detail you need.
Cross-Check with the Other Extracts
If two extracts mention the same topic, compare them closely to see which one directly answers the question.
Eliminate extracts that only touch on the subject without providing the key detail.
2. Implied Meaning & Inference
▪️ Implied Meaning
Implied meaning refers to ideas, emotions, or messages that are suggested rather than directly stated. Writers use word choice, tone, and context to convey deeper layers of meaning that readers must deduce.
▪️ Inference
Inference is the skill of reading between the lines and discerning unstated ideas based on details in the text. It involves considering: • What the writer is not saying but is implying • How tone, word choice, and comparisons reveal deeper meaning • What logical conclusions can be drawn from the information provided
Common Ways Writers Convey Implied Meaning
Word Choice and Connotation – Words can carry hidden meanings beyond their dictionary definitions. Tone and Mood – The author’s attitude toward a subject can hint at underlying messages. Contrasts and Juxtapositions – Placing opposite ideas together highlights certain points. Omissions – Leaving out certain details can subtly suggest a viewpoint or bias. Symbolism and Figurative Language – Objects, colors, or metaphors can point to deeper themes.
Example Question Types
Which extract implies that shared experiences create a greater sense of belonging than nationality? Which extract hints at concerns about the negative effects of technology without stating it outright? Which extract suggests that people mostly dream about everyday things? Which extract subtly criticises a modern trend rather than openly opposing it?
📍 Step-by-Step Guide to Identifying Implied Meaning & Making Inferences
Read the Question First
Identify keywords that suggest an unstated idea.
Example: If the question deals with “loneliness in technology”, look for words like “isolated”, “disconnected”, or “lacking real interaction”.
Read the Four Extracts Carefully
Determine what each passage explicitly states.
Note any words or phrases that hint at something beyond the surface meaning.
Look for Subtle Hints in Language
Are there emotional words or figurative language that indicate a deeper meaning?
Are there contrasts or ironic statements that shift the apparent message?
Consider What Is Left Unsaid
Does the author omit key details, prompting the reader to fill in the blanks?
Does the passage suggest concern, approval, or critique without stating it directly?
Compare How Different Extracts Present the Same Theme
Does one text support an idea while another questions it?
How does word choice or emphasis differ between extracts?
⚠️ Common Mistakes and How to Avoid Them
1. Reading Too Literally • Writers may not state their opinions outright. Pay attention to tone, word choice, and implications.
2. Not Comparing Texts Effectively • Some extracts endorse a theme, while others challenge it. Recognise varying perspectives on the same topic.
3. Ignoring the Importance of Word Choice • Words like “suggests”, “implies”, or “questions” can convey subtle messages. Compare these with neutral words like “reports” or “describes”.
3. Attitude & Opinion
Attitude
Attitude refers to the writer’s feelings or stance toward a subject. It can be positive, negative, neutral, or uncertain. Understanding a writer’s attitude helps readers see how they perceive an issue.
Opinion
Opinion refers to personal beliefs or viewpoints expressed in a text. Unlike facts, opinions are subjective and may be influenced by emotions, values, or persuasive intent.
How to Identify Attitude & Opinion in a Text
Word Choice (Diction) – Are the words emotional, neutral, or persuasive? Tone & Mood – Does the text sound supportive, critical, nostalgic, or concerned? Use of Facts vs. Opinions – Are statements backed by evidence, or are they personal beliefs? Comparisons Across Texts – Does one text praise an idea while another criticises it?
Example Question Types
Which extract expresses a positive attitude towards a cultural tradition? Which extract is critical of modern technological changes? Which extract suggests that heroism is often misunderstood?
📍 Step-by-Step Guide to Identifying Attitude & Opinion in Thematic Texts
Read Each Extract Carefully
Determine whether the overall tone is supportive, critical, neutral, or reflective.
Look for Key Language Clues
Positive attitude: “remarkable”, “beneficial”, “innovative”. Negative attitude: “harmful”, “problematic”, “concerning”. Neutral attitude: “some argue”, “it has both benefits and drawbacks”.
Compare Attitudes Across Different Texts
Does one text praise something while another criticises it? Is one text balanced while another takes a strong position?
Answer Questions by Using Evidence from the Texts
Identify specific words, phrases, or structures that reveal attitude or opinion.
⚠️ Common Mistakes and How to Avoid Them
1. Confusing Facts with Opinions • Facts are neutral and verifiable, whereas opinions often include emotional or subjective language.
2. Not Noticing the Strength of Attitude • Some texts use strong language (e.g., “must”, “essential”, “harmful”), while others are more cautious (e.g., “some argue”, “it may be beneficial”).
3. Ignoring the Comparison Between Texts • One text may support an idea, while another questions it. Consider how each text frames its attitude.
4. Purpose Analysis
Purpose refers to the reason why an author wrote a text. In Part 4, students must determine each author’s intention and compare how different texts serve different functions.
Common Purposes of Texts
To Inform – The writer presents factual information or explains a topic. To Entertain – The text is designed to engage, amuse, or evoke emotions. To Persuade – The author aims to convince the reader of a viewpoint. To Describe – The text focuses on vivid descriptions of people, places, or events. To Explain – The writer clarifies a process or an idea. To Reflect – The text shares personal experiences and emotions.
How to Identify the Purpose of a Text
Word Choice (Diction) – Does the author use factual, emotional, or argumentative language? Tone and Style – Is the writing formal, humorous, serious, or instructional? Text Type – Is it a news article, personal account, review, or persuasive piece? Main Idea – What overall message or goal is the writer trying to convey?
Example Question Types
Which extract is written to persuade the reader? Which extract aims to describe a personal experience? Which extract presents information without giving an opinion?
📍 Step-by-Step Guide to Identifying Attitude & Opinion in Thematic Texts
Read Each Extract Carefully
Determine whether the text is intended to inform, persuade, describe, explain, entertain, or reflect.
Look for Key Language Clues
Informative texts: facts, statistics, and neutral language. Persuasive texts: strong opinions, emotional appeals, and direct language. Descriptive texts: imagery and sensory details. Reflective texts: personal thoughts and emotions.
Compare Attitudes Across Different Texts
Does one text aim to entertain while another presents factual information? Is there a difference in how objective or opinionated each text is?
Answer Questions by Using Evidence from the Texts
Identify specific words, phrases, or sentence structures that reveal the author’s intent.
⚠️ Common Mistakes and How to Avoid Them
1. Confusing Informative and Persuasive Texts • Informative texts present facts, while persuasive texts push an opinion or encourage action.
2. Ignoring the Writer’s Language and Style • Descriptive texts use imagery and details; factual reports rely on neutral, precise language.
3. Assuming All Texts Have the Same Purpose • Part 4 often features contrasting purposes. Always compare how each text’s intent differs from the others.
5.Style and Register
Style
Style refers to how a writer presents ideas. It encompasses word choice, sentence structure, and tone, all of which shape a reader’s experience of the text.
Register
Register refers to the level of formality in writing. Authors adjust register based on their audience and purpose.
Common Writing Styles in Texts
Formal Style – Objective, structured, and impersonal (e.g., reports, research articles) Informal Style – Conversational, personal, and relaxed (e.g., blogs, personal reflections) Persuasive Style – Uses strong arguments and emotional appeals to convince the reader (e.g., advertisements, opinion pieces) Descriptive Style – Employs vivid imagery and sensory details to create atmosphere (e.g., travel writing, narratives) Explanatory Style – Provides clear, logical explanations of concepts or processes
Common Types of Register in Texts
Formal Register – Used in professional, academic, or serious contexts Informal Register – Used in casual, personal, or conversational writing Neutral Register – Used in balanced, objective texts Technical Register – Features specialised vocabulary (e.g., scientific or technical reports) Persuasive Register – Aims to convince or influence the reader
How to Identify Style & Register in a Text
Word Choice (Diction) – Does the writer use formal or casual language? Sentence Structure – Are sentences complex and structured, or short and direct? Use of Figurative Language – Does the writer employ metaphors, similes, or imagery? Tone and Mood – Is the text professional, emotional, engaging, or neutral? Perspective – Is it written in first-person (personal) or third-person (objective)?
Example Question Types
Which extract is written in the most formal style? Which extract has the most conversational register? Which extract presents its ideas in a persuasive manner?
Essential Reading Concepts and Strategies for Selective Reading Test
May 02 2025
1. Introduction
The Selective High School Writing Test is the only component of the placement process that is not multiple‑choice. Instead, you will be asked to craft an extended written response on screen within 30 minutes. This guide condenses everything you need to know about typing speed, planning and in‑test management so you can present your best writing on the day.
2. Understanding the Writing Test
2.1 Format Overview
Number of questions: 1 open‑response prompt
Time allowed: 30 minutes, including planning and editing
Task variety: Narrative, descriptive, informative, advisory or persuasive; may specify an email, diary entry, story, newspaper report or other form.
Medium: Typed response (CBT).
2.2 Marking Criteria (25 marks × 2 examiners)
Criterion
Max marks
What examiners look for
Content & Form
15
Sentence Craft, Punctuation & Spelling
Sentence Craft, Punctuation & Spelling
10
Range of sentence types, correct grammar, accurate spelling, effective punctuation
3. The Role of Typing Speed
A fluent typist can devote more of the 30‑minute window to idea generation and refinement. Nevertheless, once a comfortable baseline is reached, marks depend on idea quality, structure and accuracy rather than raw word count.
3.1 How Much Speed Do You Need?
Aiming for ≈30–35 words per minute (WPM) with ≥ 95 % accuracy allows you to draft 180–210 coherent words in about six minutes—ample for a 250–350‑word final piece.
3.2 Speed vs Quality
Beyond 35–40 WPM, extra speed yields diminishing returns. Redirect effort towards planning, vocabulary precision and proofreading.
4. Historical Task Forms (2021 – 2024)
The test setters vary the required text type from year to year. Understanding past patterns helps you rehearse the conventions of each form.
Year
Required Form
Official Task Focus
Key Instructions Summary
2021
Newspaper Report
Chaos on the beach – shipping container of party accessories washes up
Explain what happened, describe environmental impact, include comments from onlookers
2022
Diary Entry
In the future – 19 July 2099
Start with the given opening; include futuristic details about technology, travel, and daily life
2023
Email
A new superhero competition
Describe appearance, powers, and popularity of an original superhero; persuasive pitch to a movie company
2024
Newspaper Article
Animals on the loose
Report on escaped animals; cover origin, public reaction, and wider impact
5. Writing Forms
The forms that may be used for selective test writing can vary, but here is a list of common writing forms that could be included in such tests: 📚
Form
Typical Audience
Core Structure
Key Features & Tips
Newspaper report / article
General public (local or wider community)
• Headline • Lead paragraph (5 W + H) • Body paragraphs with facts & quotes • Concluding sentence
• Attention‑grabbing headline • Hook or image idea • Key features & benefits • Call to action • Contact / price / details
• Persuasive, concise, emotive language. • Focus on benefits (not just features). • Strong verbs and repetition (“Buy now”, “Limited offer”). • Clear visual or descriptive hook; one main message.
Tips by type of Form
1. Newspaper Report / Article
A newspaper report or article is a factual piece of writing that informs readers about recent events, issues, or topics of interest. It is commonly found in newspapers, magazines, and online news platforms. The main goal is to present information clearly, accurately, and objectively so that readers can understand what happened, where and when it occurred, who was involved, and why it matters.
🔍What is a Newspaper Report / Article?
A newspaper report or article is a non-fiction text that provides details about a real-life event or issue. It answers the key questions: Who? What? When? Where? Why? and How? (often called the 5Ws and 1H). The writing style is formal and objective, focusing on facts rather than opinions. Newspaper reports are structured to give the most important information first, followed by supporting details.
A newspaper report or article is a non-fiction text that provides details about a real-life event or issue. It answers the key questions: Who? What? When? Where? Why? and How? (often called the 5Ws and 1H). The writing style is formal and objective, focusing on facts rather than opinions. Newspaper reports are structured to give the most important information first, followed by supporting details.
💡Key Features of a Newspaper Report / Article:
Headline:
Definition:A short, catchy title that summarises the main point of the article. Example:“Local Hero Saves Dog from Flooded Creek”
Byline
Definition: The name of the reporter who wrote the article. Example: “By Emily Johnson”
Lead Paragraph (Opening)
Definition: The first paragraph that summarises the most important facts (the 5Ws and 1H). Example:“Yesterday afternoon, a local teenager rescued a stranded dog from rising floodwaters in Brisbane’s West End.”
Body Paragraphs
Definition:Paragraphs that provide more details, background information, quotes from witnesses or experts, and any other relevant facts. Example:“Witnesses said the teenager acted quickly when he saw the dog struggling in the water…”
Quotes
Definition:Direct speech from people involved or experts to add authenticity. Example:“I just did what anyone would do,” said Tom Smith, the rescuer.
Photograph with Caption (optional)
Definition: An image related to the story with a brief explanation underneath. Example:[Photo of Tom with the dog] Caption: “Tom Smith with Bella after the rescue.”
Formal and Objective Language
Definition:Uses clear, factual language without personal opinions. Example:“The incident occurred at approximately 3:30 pm.”
Third Person Point of View
Definition: Uses ‘he’, ‘she’, ‘they’, not ‘I’ or ‘we’. Example:“The council praised Tom for his bravery.”
📝Structure of a Newspaper Report / Article:
1. Headline: Grabs attention and gives an idea of what the article is about. 2. Byline: States who wrote the article. 3. Lead Paragraph: Answers the 5Ws and 1H in one or two sentences. 4. Body Paragraphs: Expands on the lead with more details, background information, quotes, and sometimes statistics. 5. Conclusion: Sums up the story or provides information about what might happen next.
Example Structure:
1. Headline: “Community Rallies After Storm Damages School” 2. Byline: By Sarah Lee 3. Lead: On Monday morning, severe storms damaged parts of Riverdale Primary School, forcing classes to be cancelled for two days. 4. Body: Details about what happened, quotes from teachers/students/officials, how repairs are being managed. 5. Conclusion: Information about when school will reopen and how the community can help.
📌Language Features of Newspaper Report / Article:
Past Tense
Definition:A short, catchy title that summarises the main point of the article. Example:“Local Hero Saves Dog from Flooded Creek”
Formal Vocabulary
Definition: The name of the reporter who wrote the article. Example: “By Emily Johnson”
Reported Speech
Definition: Summarises what someone said without quoting them directly. Example: Police stated that investigations were ongoing.
Direct Quotes
Definition: Exact words spoken by someone involved in the event. Example:“It was terrifying,” said resident Jane Miller.
Quotes
Definition: Direct speech from people involved or experts to add authenticity. Example: “I just did what anyone would do,” said Tom Smith, the rescuer.
Connectives/Linking Words
Definition: Words that connect ideas and paragraphs smoothly. Example: Furthermore, however, as a result.
Specific Details (Names, Dates, Places)
Definition: Provides precise information to make the report clear. Example: “The incident occurred on Tuesday at Bondi Beach.”
Short Paragraphs
Definition: Keeps information clear and easy to read. Example: Each new idea starts on a new line.
Objective Tone
Definition: Avoids personal feelings; sticks to facts. Example: “The council announced new safety measures.”
🚀 Tips for Time-Limited Writing Tests for Newspaper Report / Article
Read the prompt carefully—identify what event you need to report on.
Quickly plan your 5Ws and 1H before you start writing.
Write a catchy headline that sums up your story in a few words.
Start with a strong lead paragraph—get straight to the main facts!
Use short paragraphs for each new detail or quote.
Include at least one direct quote if possible (make it up if needed).
Stick to past tense and third person throughout your report.!
Keep your language formal and objective—avoid personal opinions.
Leave time at the end to check spelling, punctuation, and grammar.
Make sure your conclusion wraps up what might happen next or why this event matters.
🌟Sample Newspaper Report / Article 🌟
Beware – Animals Out of Cages Donald Trump 26/01/2025 The Monthlies At 6:00 a.m. today, animals from Wahroonga Zoo were found out of their cages. They were seen entering the Hornsby Shire Council area, disturbing local residents’ sleep. Fortunately, despite the chaos and turmoil, no inhabitants were harmed. The escape began at approximately 4:30 a.m. Reviewing security footage revealed that the animals were left unsupervised. Usually, two guards are responsible for ensuring the animals remain in their cages for everyone’s safety. Local residents living near Wahroonga Zoo reported loud noises that woke them up. Initially dismissed as routine noise complaints, the calls doubled in number this time. When guards investigated, they discovered that Nathan Collins and James Patterson—the nightguards on duty—were absent during their shift. They also found broken cages large enough to fit elephants. Based on this evidence and camera footage, workers concluded that elephants had broken themselves free along with other animals. Residents were shocked when they opened their doors to find elephants leading a parade of lions, tigers, and monkeys down the street. While many viewed this as a safety hazard, others saw it as an act of rebellion. Wahroonga resident Joseph Smith shared his thoughts: “Usually we hear animal noises at night. When these zoo animals paraded out, we knew they needed freedom. Elephants aren’t meant to roam like this—it shows how zoos have changed their behaviours.”
Smith has been advocating for animal rights since 2020 during the COVID-19 pandemic. Luckily, there are no serious threats at present as these animals have been domesticated since 2018 and are unlikely to harm humans. However, activists argue that domestication has negatively impacted animal populations. Smith called this incident a milestone in ‘humanised’ animals: “Though it’s great no one was injured, it shows how humans have interfered too much with nature—we’ve crossed the line.” Police have been notified and are setting up safety borders around affected areas while requesting residents stay indoors for their safety. If an animal enters your suburb or property, contact police immediately. The two absent guards have been fined $20,000 each for causing potential havoc and may face up to twenty days in jail pending court proceedings. Local MP Anthony Flemming addressed the incident: “Though this case was innocuous, we need better preparation for such situations that could result in serious injuries or fatalities.” He announced plans to increase funding for animal safety measures in next year’s budget. Wahroonga Zoo is now hiring additional guards for overnight shifts from 2:00 a.m.–6:30 a.m., encouraging interested individuals to apply via email or their website. Stay updated with The Monthlies—your trusted source for breaking news!
2. Diary Entry
A diary entry is a personal form of writing that records thoughts, feelings, and experiences from a particular day or moment. It is usually written in a private notebook or journal and allows the writer to reflect on events, express emotions, and keep memories. Diary entries are often informal and written in the first person, making them a unique way to capture daily life.
🔍What is a Diary Entry?
A diary entry is a dated record of personal experiences, thoughts, and feelings. It can include descriptions of what happened during the day, how the writer felt about those events, and any hopes or plans for the future. Unlike formal writing, diary entries are meant for the writer’s eyes only (unless shared), so they can be honest and expressive.
💡Key Features of a Diary Entry:
Date
Definition: The day the entry was written. Example:“Monday, 3rd June 2024”
First Person Point of View
Definition:Uses “I”, “me”, “my”, “we”. Example: “I felt nervous before my speech today.”
Personal Tone
Definition:Informal and conversational, as if talking to oneself or a trusted friend. Example:“Guess what happened at school today!”
Emotions and Feelings
Definition:Expresses how the writer feels about events. Example:“I was so excited when I saw my best friend at the park.”
Reflection
Definition:Looks back on events and considers their meaning or impact. Example:“Looking back, I think I handled the situation well.”
Description of Events
Definition: Tells what happened during the day or at a specific time. Example:“After lunch, we went on an excursion to the museum.”
Hopes or Plans
Definition:Shares wishes for the future or plans for tomorrow. Example:“I hope tomorrow will be just as fun!”
Sign-off (optional)
Definition: A closing phrase or signature. Example:“Goodnight, Diary!”
📝Structure of a Diary Entry
1. Date: At the top of the page. 2. Greeting (optional): Such as “Dear Diary,” or just start writing. 3. Introduction: Briefly mention what kind of day it was or your mood. 4. Body: Describe key events in order, including thoughts and feelings 5. Reflection: Consider what you learned or how you feel now. 6. Conclusion/Sign-off: End with a closing thought, hope for tomorrow, or sign-off.
Example Structure:
1. Date: Tuesday, 12th March 2024 2. Greeting: Dear Diary, 3. Introduction: Today was an amazing day! 4. Body: Description of what happened at school/excursion/home; feelings about each event. 5. Reflection: What did I learn? How do I feel now? 6. Conclusion/Sign-off: Can’t wait for tomorrow! Goodnight!
📌Language Features of Diary Entry
First Person Pronouns
Definition: Words like “I”, “me”, “my”, “we”. Example: “I couldn’t believe my luck!”
Informal Language
Definition: Everyday words and phrases; contractions like “can’t”, “didn’t”. Example: “We had heaps of fun at recess.”
Emotive Language
Definition: Words that show strong feelings. Example: “I was absolutely thrilled when Mum surprised me.”
Descriptive Details
Definition: Sensory details to bring events to life. Example: “The cake smelled delicious and tasted even better.”
Questions to Self
Definition: Rhetorical questions showing inner thoughts. Example: “Why do I always get so nervous before tests?”
Exclamations
Definition: Sentences ending with an exclamation mark to show excitement or surprise. Example: “What a fantastic day!”
Chronological Order
Definition: Events described in the order they happened. Example: “First we went to assembly, then we had art class…”
Personal Reflections
Definition: Thoughts about what happened and why it mattered. Example: “Maybe next time I’ll try harder not to worry so much.”
🚀 Tips for Time-Limited Writing Tests for Diary Entry
Read the prompt carefully—know what event or feeling you need to write about.
Quickly jot down key events and emotions you want to include.
Start with the date—this sets your entry in time straight away.
Use first person (“I”) throughout your writing.
Focus on how you felt as well as what happened—show your emotions!
Use informal language—imagine you’re talking to yourself or a close friend.
Include some reflection—what did you learn? How do you feel now?
Keep your paragraphs short; each one can cover a new event or feeling.
If you have time, add a sign-off at the end (“Goodnight!”).
Check your spelling and punctuation before finishing.
🌟Sample Diary Entry🌟
Monday, 17th June 2024
Dear Diary, Today was one of those days I’ll never forget! This morning started off pretty normal—I almost missed the bus again (why am I always running late?). But things got exciting after lunch. Our teacher announced that we’d be having a surprise science experiment outside! We got to make our own volcanoes using bicarb soda and vinegar. When mine erupted with bright orange foam, everyone cheered—even Mr Patel laughed! I felt so proud because my volcano went higher than anyone else’s. After school, Mum took me for ice cream as a treat for doing well on my maths test last week (chocolate chip—my favourite!). We talked about our weekend plans and she promised we could go hiking if it’s sunny. Now that I’m home, I feel really happy but also tired from all the excitement. I hope tomorrow is just as awesome! Goodnight!
3. Email
An email is a digital message sent from one person to another using the internet. It is a common way to communicate quickly and efficiently for both personal and formal purposes. Emails can be used to share information, ask questions, make requests, or keep in touch with friends, family, teachers, or organisations.
🔍What is an Email?
An email (electronic mail) is a written message sent electronically from one device to another. It usually includes a greeting, body, closing, and sometimes attachments like photos or documents. Emails can be formal (to teachers, principals, companies) or informal (to friends and family), but they always follow a clear structure.
💡Key Features of an Email
Subject Line
Definition: A short sentence that tells the recipient what the email is about. Example:“Request for Library Books” or “Birthday Party Invitation”
Greeting/Salutation
Definition:The opening line that addresses the recipient. Example: “Dear Mrs Smith,” (formal) or “Hi Jake,” (informal)
Introduction
Definition:The first part of the email where you state your reason for writing. Example:“I am writing to ask if I can borrow some books from the library.”
Body
Definition:The main part of the email where you give details, ask questions, or explain your request. Example:“Our class is working on a project about Australian animals, and I would like to borrow some books about kangaroos and koalas.”
Closing
Definition:A polite way to end the email before your name. Example:“Kind regards,” (formal) or “See you soon,” (informal)
Signature
Definition: Your name at the end of the email. Example:“Sophie Lee”
Clear and Concise Language
Definition:Sentences are short and easy to understand. Example:“Please let me know if you have these books available.”
Paragraphs
Definition: Each new idea starts on a new line or paragraph. Example:One paragraph for your request, another for extra details.
📝Structure of an Email:
1. To: (Recipient’s email address) 2. Subject: (What the email is about) 3. Greeting/Salutation: (“Dear Mr Brown,” / “Hi Ella,”) 4. Introduction: State why you are writing. 5. Body: Give more details or ask questions. 6. Closing: Polite ending phrase. 7. Signature: Your name.
Dear John, I have heard that you have been feeling anxious about the upcoming term test and that you find studying for the test difficult. I understand how you feel; however, there are some simple techniques and strategies that you can implement into your study routine that will help ensure you pass the test and also stay calm. Understand How You Like To Learn: The first step you must take is to understand what type of learner you are. As everybody is unique, many people prefer studying using different methods such as writing notes or using visuals. There are three main types of learners: visual, auditory, and kinesthetic. Knowing this improves your study efficiency by at least 35%, according to a recent Oxford University study. Understanding what type of learning you prefer will ensure that you are studying more effectively. Stay Calm And Focused: It is also recommended that you stay calm and focused whilst studying and doing the test. Studies prove that a focused and calm attitude relaxes the brain and allows it to retain more information than a distracted person. You can stay focused by removing distractions such as your phone and maintaining a clean workspace. Additionally, you can also do some light revision before the test to ensure you have the calm attitude you need. Believe In Yourself: Finally, it is important you have a positive attitude before the test. Believe that all of your hard work and studying will culminate in your success in the test. You can reassure yourself by simply saying something like “I have worked so hard; I can succeed” before the test to help make you more confident. Remember, by implementing the right learning type, staying calm and focused, and also staying positive, you can prepare effectively and succeed in the test. Remember, you will succeed and pass with determination and hard work. All the best for your test! Yours sincerely, Anne
📌Language Features of Email
Appropriate Greeting
Definition: Choose a greeting that matches how well you know the person. Example: “Dear Principal Jones,” (formal) / “Hey Sam,” (informal)
Polite Language
Definition: Use words like “please”, “thank you”, “could you”. Example: “Could you please send me the homework sheet?”
Clear Purpose
Definition: State why you are writing early in the email. Example: “I am writing to invite you to my birthday party.”
Short Sentences and Paragraphs
Definition: Makes your message easy to read. Example: Each idea gets its own paragraph.
Correct Spelling and Grammar
Definition: Use proper punctuation and spelling so your message is clear. Example: “I look forward to hearing from you.”
Formal or Informal Tone
Definition: Match your language style to your audience. Example: Formal for teachers; informal for friends.
Sign-off Phrase
Definition: A polite way to end before your name. Example: “Yours sincerely,” / “Best wishes,” / “Thanks!”
Relevant Subject Line
Definition: Summarises what the email is about in a few words. Example: “Permission Slip for Excursion”
🚀 Tips for Time-Limited Writing Tests for Email
Read the prompt carefully—know who you’re writing to and why.
Plan your subject line and main points before starting.
Use an appropriate greeting—formal or informal as needed.
State your purpose clearly in the first paragraph.
Keep sentences short and paragraphs focused on one idea each.
Use polite language throughout (“please”, “thank you”).
End with a suitable closing phrase and sign your name.
Check spelling, punctuation, and grammar before finishing.
Make sure your email is clear—don’t include unnecessary information.
Subject: Request for Permission – School Excursion
Dear Principal Carter, I hope this email finds you well. I am writing to request permission for our class to visit the local science museum next month as part of our science unit on space exploration. The museum has a special exhibition about astronauts and planets that will help us learn more about our topic in class. Our teacher, Mrs Taylor, has already spoken with the museum staff about possible dates in August. Could you please let us know if we have approval for this excursion? If so, we will send home permission slips for parents next week. Thank you very much for considering our request.
Kind regards, Alex Nguyen
4. Narrative Short Story
A narrative short story is a creative piece of writing that tells a made-up or true story in a brief and engaging way. It usually focuses on a single event or experience, has a clear beginning, middle, and end, and features characters who face challenges or adventures. Narrative short stories are designed to entertain, inspire, or teach a lesson through storytelling.
🔍What is a Narrative Short Story?
A narrative short story is a fictional or semi-fictional account of events told from the perspective of one or more characters. It includes elements such as setting, characters, plot, conflict, and resolution. The main purpose is to take the reader on a journey—real or imagined—by showing what happens to the characters and how they respond.
💡Key Features of a Narrative Short Story
Characters
Definition: The people, animals, or creatures who take part in the story. Example:“Liam, an adventurous boy; Bella, his loyal dog.”
Setting
Definition:Where and when the story takes place. Example: “A misty morning in the Blue Mountains.”
Plot
Definition:The sequence of events that make up the story. Example:“Liam gets lost in the bush and must find his way home.”
Conflict
Definition:A problem or challenge that the main character faces. Example:“Liam must overcome his fear of the dark to find his way out.”
Resolution
Definition:How the conflict is solved or how the story ends. Example:“With Bella’s help, Liam finds a path back to safety.”
Narrative Voice (Point of View)
Definition: The perspective from which the story is told (first person “I”, third person “he/she/they”). Example:“I crept through the trees…” (first person) / “Liam crept through the trees…” (third person)
Definition: Words that create vivid images and appeal to the senses. Example:“The leaves crunched under Liam’s feet as he walked deeper into the forest.”
📝Structure of a Narrative Short Story
1. Orientation (Beginning)
Introduces the main character(s), setting, and hints at the problem.
Example: “On a chilly Saturday morning, Liam and his dog Bella set off for an adventure in the bush behind their house.”
2. Complication (Middle)
The main problem or conflict arises; tension builds.
Example: “Suddenly, thick fog rolled in and Liam realised he couldn’t see the path home.”
The most exciting or important moment; turning point.
Example: “Just as panic set in, Bella tugged at Liam’s sleeve and led him towards a familiar gum tree.”
5. Resolution (Ending)
The problem is solved; loose ends are tied up.
Example: “Following Bella’s lead, Liam found his way back to their backyard gate just as Mum came looking for them.”
6. Coda (Optional)
A final reflection or lesson learned.
Example: “From that day on, Liam always brought a map—and trusted Bella’s nose!”
📌Language Features of Narrative Short Story
Appropriate Greeting
Definition: Choose a greeting that matches how well you know the person. Example: “Dear Principal Jones,” (formal) / “Hey Sam,” (informal)
Past Tense Verbs
Definition: Describes actions that have already happened. Example: “He ran through the rain.”
Descriptive Adjectives and Adverbs
Definition: Adds detail about nouns and verbs. Example: “The eerie silence made him shiver nervously.”
Dialogue with Quotation Marks
Definition: Shows what characters say using speech marks. Example: “Are you alright?” asked Mum.
Figurative Language (Similes/Metaphors)
Definition: Creative comparisons to make writing more interesting. Example: “The fog was as thick as soup.” / “Fear was a shadow following him.”
Sensory Details
Definition: Describes what can be seen, heard, smelt, tasted, or touched. Example: “The scent of wet earth filled his nose.”
Varied Sentence Starters and Lengths
Definition: Makes writing more engaging by mixing up how sentences begin and their length. Example: “Suddenly, he stopped.” / “Without warning, Bella barked loudly.”
Emotive Language
Definition: Words that show feelings and emotions. Example: “His heart pounded with fear.”
Transitions/Time Connectives
Definition: Words that show when things happen. Example: “Afterwards,” “Later,” “Suddenly,” “Meanwhile”
🚀 Tips for Time-Limited Writing Tests for Narrative Short Story
Read the prompt carefully—know what kind of story you need to write.
Quickly plan your main character(s), setting, problem/conflict, and solution before starting.
Start your story with action or description to hook your reader straight away.
Use dialogue to bring your characters to life—but don’t overdo it!
Show how your character feels using emotive language and sensory details.
Keep your plot focused—don’t add too many events for a short story.
Build up tension towards an exciting climax before solving the problem.
End with a clear resolution—show how things changed or what was learned.
Check spelling, punctuation (especially speech marks), and grammar if you have time left.
Stick to past tense unless told otherwise.
🌟Sample Narrative Short Story 🌟
The Birth of Shadow Swift
Alexander Smith was running. Sprinting through the darkening city, he let out a breath with every step he took. It was only his first day of high school in a new city, and he was already being chased by bullies at night. Great. Just like his exasperated mother always said, trouble seemed to be attracted to him like a magnet. Pausing, he looked at his surroundings and sighed. Nothing looked familiar at all. Stumbling into a dark alleyway, Alexander sat on a forgotten stuffed toy superhero in defeat. He was lost and being chased by people he didn’t even know well. How could his situation become any worse? As the sun disappeared behind the horizon, the city was engulfed in a massive wave of darkness for a moment before the moon appeared. The shadow whimpered and shuffled away from the light, and Alexander tried to comfort it. He knew he was being foolish—shadows were non-living things—but he understood how it felt: hopeless and frustrated. He was about to stand up when he gasped. Voices around the corner of the dark alleyway were making their way closer—the voices of the bullies. Alexander gasped again and tried to somehow squeeze himself into the shadows against the wall as if they would conceal him. As the bullies walked into the alleyway, Alexander squeezed his eyes shut, bracing himself for a slap to the face. However, as minutes passed without anything happening, Alexander found the courage to open his eyes. Right there were the bullies… staring at an empty wall. Alexander waited until they were well gone before letting out a breath he didn’t realise he’d been holding. His relief quickly turned into caution and wonder. How did they not see him? He knew for sure that he didn’t possess invisibility powers—or so he thought. Then he looked down at his hand…and stifled a scream. It was pitch black—the same colour as the shadows—and seemed almost like it was melting into the darkness. Struggling to make sense of this unusual phenomenon, Alexander was about to question everything when a voice appeared in his head: Greetings, Alexander. I’ve been waiting for you. Spinning around frantically, he realised it came from…the shadows themselves. You are the one they have been talking about, said the voice calmly yet firmly. You are destined to make those who dare wreak havoc in our peaceful city pay. Alexander paused for a moment as rage boiled inside him—anger at how inconsiderate villains were and how they ruined everyone’s day without care or thought. He looked at the shadows again and felt a warm rush of realisation coursing through him. Embracing the darkness within him—and around him—he sped off into the night with only one thought in mind: I am Shadow Swift.
5. Speech Script
A speech script is a written version of what someone plans to say when speaking to an audience. It is used for presentations, assemblies, debates, or special occasions. A good speech script helps the speaker communicate ideas clearly, persuade or inform listeners, and keep the audience engaged.
🔍What is a Speech Script?
A speech script is a structured piece of writing designed to be spoken aloud. It can be formal or informal, depending on the audience and purpose. Unlike essays or reports, a speech script uses language that sounds natural when spoken and often addresses the audience directly. The main aim is to share information, express opinions, persuade, or inspire listeners.
💡Key Features of a Speech Script
Greeting/Opening
Definition: Welcomes the audience and introduces the topic. Example:“Good morning everyone. Today I want to talk about why recycling matters.”
Introduction
Definition:Briefly explains what the speech will be about and why it’s important. Example: “Recycling helps protect our environment and saves resources for future generations.”
Main Points
Definition:The key ideas or arguments presented in the speech. Example:“First, recycling reduces waste in landfills. Second, it conserves natural resources.”
Supporting Details
Definition:Facts, examples, statistics, or stories that back up each main point. Example:“Did you know that Australians throw away over 20 million tonnes of rubbish each year?”
Persuasive or Emotive Language
Definition:Words that encourage the audience to feel or act a certain way. Example:“Together, we can make a real difference!”
Direct Address
Definition: Speaking directly to the audience using “you” or “we”. Example:“Have you ever thought about where your rubbish goes?”
Rhetorical Questions
Definition:Questions asked for effect, not expecting an answer. Example:“What kind of world do we want to leave for our children?”
Conclusion/Call to Action
Definition: Summarises the main message and encourages the audience to think or do something. Example:“Let’s all do our part—start recycling today!”
📝Structure of a Speech Script
1. Greeting/Opening: Welcome your audience and introduce yourself if needed.
2. Introduction: State your topic and why it matters.
3. Body: Present 2–3 main points with supporting details (facts, examples, stories).
4. Rhetorical Questions/Direct Address: Engage your listeners throughout.
5. Conclusion/Call to Action: Summarise your message and encourage action or reflection.
6. Thank You/Sign-off: End politely
Example Structure:
1. Greeting: “Good afternoon teachers and classmates.” 2. Introduction: “Today I’m going to share why school sports are important.” 3. Main Point 1: Builds teamwork—example from last week’s soccer match. 4. Main Point 2: Keeps us healthy—mention fun runs and fitness benefits. 5. Rhetorical Question: “Who doesn’t love feeling strong and energetic?” 6. Conclusion/Call to Action: “Let’s all join in and make our school even more active!” 7. Thank You: “Thank you for listening.
📌Language Features of Speech Script
Conversational Tone
Definition: Sounds like natural speaking; not too formal. Example: “I’m sure you’ve all had days when you felt tired after sport.”
Personal Pronouns
Definition: Uses “I”, “we”, “you” to connect with listeners. Example: “We can all help by picking up litter.”
Emotive Language
Definition: Words that create strong feelings. Example: “It’s heartbreaking to see animals hurt by plastic waste.”
Repetition
Definition: Repeating key words or phrases for emphasis. Example: “Every bottle counts. Every can counts.”
Rhetorical Questions
Definition: Questions that make people think but don’t need an answer. Example: “Wouldn’t it be great if our school was rubbish-free?”
Inclusive Language
Definition: Words like “we”, “our”, “together” that unite the audience. Example: “Together, we can achieve amazing things.”
Short Sentences & Pauses
Definition: Easy-to-follow sentences; allows time for ideas to sink in. Example: “It’s simple. It’s effective.”
Clear Structure & Signposting
Definition: Tells listeners what’s coming next (“Firstly…”, “Next…”, “Finally…”). Example: “Firstly, let’s look at how recycling helps wildlife.”
🚀 Tips for Time-Limited Writing Tests for Speech Script
Read the prompt carefully—know your topic and who your audience is.
Quickly plan your greeting, introduction, 2–3 main points, and conclusion/call to action.
Use direct address (“you”, “we”) early on to connect with listeners.
Start with a strong opening—grab attention with a fact, question, or short story.
Use rhetorical questions and emotive language to keep people interested.
Support each main point with at least one example or fact.
Keep sentences short so they’re easy to say aloud—and easy for listeners to follow!
End with a clear call to action or final thought (“Let’s work together!”).
Practise reading your speech out loud if possible—check it sounds natural!
Leave time at the end to check spelling and punctuation.
🌟Sample Speech Script 🌟
The Importance of Friendship
Friendships and friend groups are extremely important in our everyday lives. We should cherish our friendships and bonds forever, even if they are transient. Having good friends is beneficial, can have lasting impacts, and they are kind and supportive.
First of all, having friendships and bonds holds countless benefits both physically and mentally. You can chat about common interests, play games together, and create stronger bonds! Studies show that 78% of children and adults who nurture their bonds are healthier and happier. Therefore, having a joyful friendship is vital for your health.
Another reason why friendships are crucial is because friends can have lasting impacts on you. For example, my friend and I have learnt infinite lessons from each other. Surveys have shown that strong friends learn interesting facts from one another and are academically inclined. This goes to show that friends can help you in many ways!
Last but not least, acts of kindness and support should be a priority. If you are lonely and have no support, you are 35% more likely to become depressed. Be kind to your friend and offer support when they are feeling down or experiencing a mental breakdown. I strongly encourage acts of empathy and kindness.
To conclude, friendships are imperative in your life. Friends are exceptionally beneficial, kind, and impactful. If you feel alone or frightened, there will be souls like you to guide you through dark times.
Thank you for listening to my speech.
6. Blog Post
A blog post is an online article or entry written for a website, usually sharing information, opinions, experiences, or advice on a particular topic. Blog posts are often informal and conversational, making them easy and enjoyable to read. They can include images, links, and comments from readers, and are a popular way for people to connect and share ideas on the internet.
🔍What is a Blog Post?
A blog post is a piece of writing published on a blog (short for “weblog”), which is like an online journal or magazine. Blog posts can be about almost anything—hobbies, travel, reviews, school life, tips, or personal stories. They are usually written in the first person (“I”, “we”) and encourage readers to interact by leaving comments or sharing the post.
💡Key Features of a Blog Post
Catchy Title
Definition: A short, interesting headline that grabs attention. Example:“5 Easy Ways to Make Homework Fun”
Introduction/Hook
Definition:The opening lines that draw readers in and introduce the topic. Example: “Do you ever feel like homework takes forever? You’re not alone!”
Personal Voice
Definition:Written in first person with a friendly, conversational tone. Example:“I used to dread doing my homework until I found these tricks.”
Main Content (Body)
Definition:The main part of the post where ideas, tips, or stories are shared. Example: “Tip 1: Set a timer for 20 minutes and race against the clock.”
Subheadings or Bullet Points
Definition:Organises information clearly so it’s easy to read. Example: “Tip 2: Reward yourself with a snack break!”
Images or Links (optional)
Definition: Pictures or web links that add interest or extra information. Example:[Photo of colourful study desk]
Engagement with Readers
Definition:Asks questions or encourages comments. Example:“What’s your favourite way to make homework fun? Let me know in the comments!”
Conclusion/Sign-off
Definition: Wraps up the post and often includes a call to action. Example:“Try these tips tonight and see how much faster you finish!”
📝Structure of a Blog Post
1. Title: Catchy and relevant to the topic.
2. Introduction/Hook: Grabs attention and introduces what the post is about.
3. Body: Main content—can be organised with subheadings, bullet points, or numbered lists.
4. Engagement: Questions for readers or invitations to comment/share.
5. Conclusion/Sign-off: Summarises key points and encourages action.
Example Structure:
1. Title: “How I Survived My First School Camp” 2. Introduction: “Last week was my very first school camp—and I was terrified!” 3. Body: Describes funny moments, challenges faced, what was learned; uses subheadings like “Packing Panic” and “Campfire Stories”. 4. Engagement: “Have you ever been on camp? Share your best tip below!” 5. Conclusion/Sign-off: “Now I can’t wait for next year’s camp! Thanks for reading.”
📌Language Features of Blog Post
First Person Pronouns
Definition: Uses “I”, “me”, “my”, “we”. Example: “I couldn’t believe how cold it was at night!”
Conversational Tone
Definition: Friendly and informal; sounds like talking to a friend. Example: “Trust me—you don’t want to forget your torch!”
Short Paragraphs & Sentences
Definition: Easy to read on screens; keeps readers interested. Example: Each new idea starts on a new line.
Questions for Readers
Definition: Invites readers to think or respond. Example: “What would you pack for camp?”
Lists & Bullet Points
Definition: Organises tips or steps clearly. Example: Bring extra socks! Don’t eat too many marshmallows.
Emotive & Descriptive Language
Definition: Shows feelings and paints pictures with words. Example: “My heart raced as we hiked through the dark forest.”
Hyperlinks (optional)
Definition: Links to other websites or resources. Example: “Check out this packing list here.”
Call to Action
Definition: Encourages readers to do something (comment, share, try tips). Example: “Leave your best camp story in the comments below!”
🚀 Tips for Time-Limited Writing Tests for Blog Post
Read the prompt carefully—know your topic and audience.
Think of a catchy title before you start writing.
Begin with an engaging hook—ask a question or share a funny fact.
Use first person (“I”, “we”) and keep your tone friendly and relaxed.
Organise your main points with subheadings or bullet points if possible.
Include personal experiences or opinions—make it unique!
Ask questions to involve your readers (“What do you think?”).
End with a clear conclusion and call to action (“Try this!” / “Comment below!”).
Keep paragraphs short—one idea per paragraph is best for blogs.
Check spelling, punctuation, and grammar before finishing.
🌟Sample Writing 🌟
Title: My Top 3 Tips for Beating Monday Morning Blues
Do you ever wake up on Monday feeling tired before the week even starts? I used to drag myself out of bed dreading school—but not anymore! Here are my top three tips for making Mondays awesome: 1. Prepare Your Bag on Sunday Night Trust me—nothing feels better than knowing you’re ready for the day ahead! I pack my bag after dinner so I’m not rushing in the morning. 2. Eat a Yummy Breakfast A good breakfast gives me energy (and puts me in a good mood). My favourite? Toast with peanut butter and banana! 3. Listen to Your Favourite Song Music always cheers me up! I play my favourite song while getting dressed—it makes everything more fun. What’s your secret for starting Mondays right? Share your best tip in the comments below! Give these ideas a go next week—you might even start looking forward to Mondays!
7. Persuasive Essay / Opinion Piece
A persuasive essay or opinion piece is a type of writing where the author tries to convince the reader to agree with their point of view or take a specific action. This form of writing is common in newspapers, magazines, and online platforms, and it helps students develop skills in reasoning, argument, and clear communication.
🔍What is a Persuasive Essay / Opinion Piece?
A persuasive essay or opinion piece is a structured argument that presents a clear viewpoint on an issue, supports it with reasons and evidence, and aims to persuade the reader to agree. The writer uses logical arguments, facts, examples, and emotive language to make their case strong and convincing. Unlike a report or narrative, this type of writing focuses on influencing the reader’s beliefs or actions.
💡Key Features of a Persuasive Essay / Opinion Piece
Clear Position/Thesis Statement
Definition: A sentence that clearly states the writer’s opinion or stance. Example:“All schools should have a no-homework policy.”
Introduction
Definition:Introduces the topic and states the main argument. Example: “Homework has long been a part of school life, but is it really necessary?”
Arguments/Reasons
Definition:Main points that support the writer’s position. Example:“Firstly, homework can cause unnecessary stress for students.”
Evidence/Examples
Definition:Facts, statistics, anecdotes, or expert opinions that back up each argument. Example:“A recent study found that students who have less homework sleep better and perform better in class.”
Emotive Language
Definition:Words that appeal to the reader’s feelings. Example:“It’s unfair to expect children to spend all evening working after a long day at school.”
Counterargument (Optional)
Definition:Recognising an opposing view and explaining why your position is stronger. Example:“Some people believe homework teaches responsibility, but there are better ways to learn this skill.”
Conclusion
Definition: Summarises the main points and restates the opinion strongly. Example:: “For these reasons, it’s time for schools to rethink homework.”
Call to Action (Optional)
Definition:Encourages readers to do something or change their thinking. Example:“Let’s give students more time for family and hobbies—say no to homework!”
📝Structure of a Persuasive Essay / Opinion Piece
1. Introduction
2. Hook: Grabs attention (question, fact, or statement).
3. Background: Briefly explains the issue.
4. Thesis: Clearly states your opinion.
5. Body Paragraphs (usually 2–3)
6. Each paragraph presents one main reason supporting your opinion.
7. Each reason is backed up with evidence or examples.
8. Use linking words (Firstly, In addition, Furthermore).
9. Counterargument Paragraph (optional)
10. Presents an opposing view and refutes it.
11. Conclusion
12. Restates your main argument.
13. Summarises key points.
14. Ends with a strong final statement or call to action.
Example Structure
1. Introduction: “Should school uniforms be compulsory? I believe they should.” 2. Body Paragraph 1: Reason 1 + evidence (“Uniforms create equality…”) 3. Body Paragraph 2: Reason 2 + evidence (“They save time in the morning…”) 4. Counterargument: (“Some say uniforms limit self-expression…”) + rebuttal 5. Conclusion: Restate position + call to action (“Let’s make uniforms standard in every school.”)
📌Language Features of Persuasive Essay / Opinion Piece
Persuasive/Emotive Language
Definition: Words that stir emotions or encourage agreement. Example: “It’s simply unfair for students to miss out on playtime.”
Modal Verbs
Definition: Words like “should”, “must”, “need to” that show necessity or possibility. Example: “Schools must provide healthy lunches.”
Rhetorical Questions
Definition: Questions asked for effect rather than answers. Example: “Would you want to eat soggy sandwiches every day?”
Connectives/Linking Words
Definition: Words that join ideas together smoothly. Example: “Firstly”, “Furthermore”, “However”, “In conclusion”
Facts and Statistics
Definition: Real information used as evidence. Example: “According to research by the Heart Foundation…”
Repetition
Definition: Repeating key words or phrases for emphasis. Example: “We need change—change for our health, change for our future.”
Short Sentences & Pauses
Definition: Words like “we”, “our”, “us” that involve the reader. Example: “We all want what’s best for our children.”
Clear Structure & Signposting
Definition: Each paragraph starts with a clear reason or point. Example: “Another important reason is…”
🚀 Tips for Time-Limited Writing Tests for Persuasive Essay / Opinion Piece
Read the prompt carefully—know what you’re being asked to argue for or against.
Plan your three strongest reasons before you start writing.
Start with an engaging hook—ask a question or state an interesting fact.
State your opinion clearly in the introduction—don’t sit on the fence!
Use one paragraph per reason; back each up with evidence or examples.
Use persuasive language—make your writing passionate but logical.
Address an opposing view if you have time—show why your side is stronger.
Use linking words so your essay flows smoothly from one idea to the next.
Finish with a strong conclusion—restate your opinion and encourage action if appropriate.
Check spelling, punctuation, and grammar before finishing.
🌟Sample Persuasive Essay / Opinion Piece🌟
Should School Canteens Only Sell Healthy Food? Imagine walking into your school canteen and seeing nothing but fresh fruit, crunchy salads, and wholegrain sandwiches instead of chips and lollies everywhere you look! I believe school canteens should only sell healthy food. Firstly, healthy food gives us energy and helps us concentrate in class. When we eat fruit instead of chocolate bars at lunch, we feel more awake and ready to learn. Secondly, selling only healthy food teaches us good habits for life. If we get used to eating well at school, we’re more likely to make healthy choices at home too. Some people say kids should be allowed treats at school sometimes—but there are plenty of chances for treats outside of school hours! School should be about learning good habits. In conclusion, our canteens must put our health first by selling only nutritious food options. Let’s make our schools places where healthy choices are easy!
8. Expository Article
An expository article is a type of non-fiction writing that explains, informs, or describes a topic in a clear and straightforward way. The main purpose is to give readers factual information and help them understand something new. Expository articles are common in textbooks, magazines, websites, and school assignments.
🔍What is an Expository Article?
An expository article is a factual piece of writing that presents information about a subject without giving personal opinions. It answers questions like “what,” “how,” and “why” by using facts, examples, explanations, and sometimes diagrams or images. The goal is to help the reader learn about a topic or process in an organised and logical manner.
🌟Key Features of an Expository Article
Clear Topic
Definition: The article focuses on one main idea or subject. Example:“The Water Cycle”
Introduction
Definition:Introduces the topic and tells the reader what to expect. Example: “Water is always moving around our planet in a process called the water cycle.”
Factual Information
Definition:Presents facts, not opinions. Example:: “Evaporation happens when the sun heats up water in rivers or lakes.”
Logical Structure
Definition:Information is organised in a sensible order (e.g., sequence, cause and effect). Example:“First, water evaporates. Next, it forms clouds…”
Subheadings
Definition:Breaks the article into sections for easier reading. Example: “Evaporation,” “Condensation,” “Precipitation”
Examples and Explanations
Definition:Uses real-life examples or simple explanations to clarify ideas. Example:“For example, when you see dew on grass in the morning, that’s condensation.”
Technical or Subject-Specific Vocabulary
Definition: Uses words related to the topic. Example: “Precipitation,” “condensation,” “evaporation”
Diagrams or Images (optional)
Definition:Visual aids that help explain the topic. Example:A labelled diagram of the water cycle.
📝Structure of an Expository Article:
1. Title: Clearly states what the article is about. 2. Introduction: Briefly introduces the topic and its importance. 3. Body Paragraphs: Each paragraph covers one aspect of the topic; may use subheadings. 4. Facts/Explanations/Examples: Each point is explained with facts and examples. 5. Conclusion: Summarises key points or explains why the topic matters.
Example Structure
1. Title: “How Bees Make Honey” 2. Introduction: Explains why bees are important and what honey is used for. 3. Body Paragraph 1 (Subheading: Collecting Nectar): Describes how bees gather nectar from flowers. 4. Body Paragraph 2 (Subheading: Making Honey): Explains how bees turn nectar into honey inside the hive. 5. Body Paragraph 3 (Subheading: Storing Honey): Tells how bees store honey for food. 6. Conclusion: Summarises why honey-making is important for bees and humans.
📌Language Features of Expository Article:
Present Tense
Definition: Describes facts as if they are always true. Example: “Bees collect nectar from flowers.”
Third Person Point of View
Definition: Uses “he”, “she”, “they”, or general terms—not “I” or “we”. Example: “The process begins with evaporation.”
Technical Vocabulary
Definition: Uses words specific to the subject. Example: “Photosynthesis,” “nutrients,” “habitat”
Connectives/Linking Words
Definition: Words that show order or relationships between ideas. Example: “Firstly,” “Next,” “As a result,” “In addition”
Definitions
Definition: Explains new or difficult words. Example: “Condensation means when water vapour turns back into liquid.”
Examples
Definition: Real-life situations that help explain ideas. Example: “We need change—chang”For example, rain is a form of precipitation.”
Formal Tone
Definition: Uses clear, professional language—not slang or chatty phrases. Example: “This process ensures plants receive enough water.”
Objective Language
Definition: Avoids personal opinions; sticks to facts. Example: “Scientists have found that…”
🚀 Tips for Time-Limited Writing Tests for an Expository Article
Read the prompt carefully—know exactly what you need to explain or describe.
Quickly plan your main points before you start writing (use bullet points if needed).
Start with a clear introduction—state your topic and why it’s important.
Use subheadings to organise your information if possible.
Explain each point clearly using facts, examples, and definitions where needed.
Use technical vocabulary—but explain any tricky words for your reader.
Keep your writing formal and objective—don’t include personal opinions or stories unless asked.
Use linking words to connect your ideas smoothly (“Firstly,” “Next,” “Finally”).
End with a conclusion that sums up your main points or explains why the topic matters.
Check spelling, punctuation, and grammar before finishing.
🌟Sample an Expository Article🌟
Title: The Life Cycle of a Frog Frogs are fascinating animals found all over Australia and many other parts of the world. They go through several stages as they grow from eggs into adult frogs—a process called metamorphosis. Egg Stage The life cycle begins when female frogs lay hundreds of jelly-like eggs in ponds or streams. These eggs are usually laid in clusters so they are less likely to be eaten by predators. Tadpole Stage After about one week, tiny tadpoles hatch from the eggs. Tadpoles look like little fish with long tails and no legs. They breathe through gills and swim around eating algae. Growing Legs As tadpoles grow, they slowly develop back legs first, then front legs appear later on. Their bodies change shape as they get ready for life on land. Becoming Adult Frogs Eventually, tadpoles lose their tails and develop lungs so they can breathe air instead of water. Now they look like small frogs! These young frogs leave the water to live on land as adults. Frogs play an important role in nature by eating insects and being food for other animals like birds and snakes.
9. Letter
A letter is a written message sent from one person to another. Letters can be used for many purposes, such as sharing news, expressing feelings, making requests, or keeping in touch with friends and family. Letters can be informal (friendly and relaxed) or formal (polite and structured), depending on who you are writing to and why.
🔍What is a Letter?
A letter is a form of communication that allows people to share information, thoughts, or feelings over distance. It usually includes a greeting, body, closing, and signature. Letters can be handwritten or typed and may be sent by post or email. The style and language of a letter change depending on whether it is formal or informal.
🌟Key Features of an Expository Article
Sender’s Address
Definition: The address of the person writing the letter, usually at the top right. Example:22 Wattle Street Sydney NSW 2000
Date
Definition:The date the letter was written, below the sender’s address. Example:Example: 20 June 2024
Greeting/Salutation
Definition:A polite way to begin the letter. Example:: “Dear Grandma,” (informal) or “Dear Mr Smith,” (formal)
Introduction
Definition:Opens the letter and often explains why you are writing. Example:“I hope you are well. I wanted to tell you about my school excursion.”
Body
Definition:The main part of the letter where you share your news, thoughts, or requests. Example: “Yesterday we visited the Australian Museum. My favourite part was seeing the dinosaur skeletons!”
Conclusion
Definition:Sums up your message and may include good wishes or thanks. Example:“I hope to see you soon.”
Closing Phrase
Definition: A polite way to end the letter before your name. Example: “Love from,” (informal) or “Yours sincerely,” (formal)
Signature/Name
Definition:Your name at the end of the letter. Example:“Sophie”
📝Structure of a Letter
1. Sender’s address (top right)
2. Date (below sender’s address)
3. Greeting/Salutation
4. Introduction (why you are writing)
5. Body (main message)
6. Conclusion (wrap up)
7. Closing phrase
8. Signature/name
Example Structure
22 Wattle Street Sydney NSW 2000 20 June 2024 Dear Grandma, I hope you are well. I wanted to tell you about my school excursion yesterday. We went to the Australian Museum in the city. I saw real dinosaur bones and even touched a fossil! My friend Mia took lots of photos, and we had lunch in the park afterwards. Thank you for helping me pack my lunchbox—it was delicious! I hope to visit you in the holidays. Love from, Sophie
📌Language Features of a Letter
First Person Pronouns
Definition: Uses “I”, “we”, “my”, “our”. Example: “I had so much fun at camp.”
Appropriate Greeting and Closing
Definition: Matches how well you know the recipient. Example: “Dear Mum,” / “Love from,” (informal); “Dear Mrs Brown,” / “Yours sincerely,” (formal)n.”
Personal Tone
Definition: Friendly and warm for informal letters; polite and respectful for formal letters. Example: : “It was great seeing you last weekend!”
Clear Paragraphs
Definition: Each new idea starts in a new paragraph. Example: One paragraph for describing an event; another for saying thank you.
Descriptive Details
Definition: Adds interest by describing events or feelings. Example: “The cake you baked was so soft and sweet.”
Questions for Reader (optional)
Definition: Invites a reply or keeps conversation going. Example: “Have you been to any museums lately?”
Polite Language (especially in formal letters)
Definition: Uses words like “please”, “thank you”, “would you mind”. Example: “Thank you very much for your help.”
Correct Spelling and Grammar
Definition: Makes your message clear and easy to read. Example: No errors throughout.
🚀 Tips for Time-Limited Writing Tests for Letter
Read the prompt carefully—know who you are writing to and why.
Decide if your letter should be formal or informal based on your audience.
Use correct structure: address, date, greeting, body, closing phrase, signature.
Start with a friendly introduction—ask how they are or mention why you’re writing.
Organise your ideas into short paragraphs—one idea per paragraph.
Use first person (“I”, “we”) throughout your letter.
Be descriptive—add details about events, feelings, or reasons for writing.
End with a suitable closing phrase (“Love from,” / “Yours sincerely,”).
Sign off with your name at the end.
Check spelling, punctuation, and grammar before finishing.
🌟Sample Writing🌟
Dear Parents,
I have written this letter to convey my gratitude and appreciation towards you; I am truly grateful for the endless amount of effort and time you have put into me to ensure that I will be accepted into my dream Selective School. With your support, all of my doubts and concerns have been washed away by a simple and sincere hug or pep talk. To make you proud, I will make all of your time and money spent worth it.
From all of the ways that you’ve helped me—providing me a tutor, educating me yourselves, and simply helping me with my homework—I have become a child that represents all of your immaculate effort. I have become someone who understands how meaningful your constant support is. Without your assuring affirmations, I would have never developed a durable and capable mindset. Ever since you have pampered me with encouraging words, every step I have taken from there proves how worthy your time has been. I cannot describe with words how jubilant I am after seeing your attempts in putting every last drop of knowledge into me.
What amazes me is how in only a month, I will have taken the Selective Test and submitted my application. Although it would’ve been a few clicks and a few presses, those few clicks go far beyond the screen. You have prepared me for one of the most one of the most crucial exams, and your help has been continuous for the past few years. Never have you discouraged me, and never have you even paused to think about whether your effort is really worth it. Your incredible actions have pushed me forward in every moment; not only helping me develop a vast capability but also a broad understanding of why you have been pushing me so. I now feel far beyond confident—so much so that no word can emphasise such a feeling. Every last drop of your boundless support and praise has put courage and confidence in me.
After all of your help, I have realised what I wanted to become in the near future; I yearn to pursue a career in medicine. Your understanding of my choices has enabled me to follow my heart and decide on my course of study. Not only have you cheered me on in academics, but you have helped me grow as a person. I have changed from an immature, selfish being to one who is capable and understanding of boundaries. You have taught me lessons which have morals that weigh heavier than a block of gold. As I have developed and grown throughout the years, I have come to realise your significance in my life; like water to a malnourished seedling. With your comfort, I will have grown into a blooming flower.
From my heart, your concern and support has left me in astonishment and gratefulness. Every minute and every step, I will have known you as the guiding light which shines the path I walk on. Thank you for your effort, time, and help. I shall love and care for you in the same way as you did. With all of my appreciation and love, Thomas
10. Review
A review is a type of writing where someone shares their opinion about a book, film, product, place, or experience. The main purpose of a review is to inform others about what something is like, highlight its strengths and weaknesses, and help people decide whether they should try it themselves. Reviews are found in newspapers, magazines, blogs, and online stores.
🔍What is a Review?
A review is a short article or piece of writing that describes and evaluates something. It usually includes a summary of what the item is about or how it works, the reviewer’s opinion, reasons for that opinion, and sometimes a recommendation or rating. Reviews can be positive, negative, or mixed but should always be fair and give reasons for the opinions expressed.
🌟Key Features of an Expository Article:
Title
Definition: The name of the item being reviewed. Example:“Review: The Lego Movie”
Introduction/Hook
Definition:A sentence or two that grabs attention and introduces the item. Example: “Looking for a movie that’s fun for the whole family?”
Summary/Description
Definition:Briefly explains what the book/film/product/place is about or what it does. Example:“The Lego Movie follows Emmet, an ordinary Lego figure who discovers he’s destined to save the world.”
Opinion
Definition:The reviewer’s thoughts and feelings about the item. Example:“I thought this movie was hilarious and creative.”
Reasons/Evidence
Definition: Specific examples or details that support the reviewer’s opinion. Example: “The animation is colourful and fast-paced, and there are lots of jokes for both kids and adults.”
Strengths
Definition:What is good or enjoyable about the item.shes or thanks. Example:“The characters are memorable and the story moves quickly.”
Weaknesses
Definition: What could be improved or what some people might not like.etter before your name. Example: “Some scenes are a bit noisy and confusing.”
Recommendation
Definition:Whether or not the reviewer suggests others try it. Example:“I recommend this movie to anyone who loves adventure and laughs.”
Rating (optional)
Definition:A score out of 5 or 10 stars. Example:★★★★☆
📝Structure of a Review
1. Title: Name of the item being reviewed.
2. Introduction/Hook: Grabs attention; introduces the item.
3. Summary/Description: Brief overview of what it’s about or how it works.
4. Opinion: Reviewer’s overall impression.
5. Reasons/Evidence: Specific examples to support opinions (strengths and weaknesses).
6. Recommendation: Final verdict—should others try it?
7. Rating (optional): Stars or scores out of 5 or 10.
Example Structure
1. Title: “Review: Nintendo Switch” 2. Introduction: “Are you looking for a fun way to play games with friends?” 3. Summary: “The Nintendo Switch is a portable gaming console you can use at home or on the go.” 4. Opinion: “I think it’s one of the best consoles ever made.” 5. Reasons/Evidence: “It has lots of great games like Mario Kart and Animal Crossing.” 6. Strengths: “Easy to use, fun for all ages.” 7. Weaknesses: “Some games can be expensive.” 8. Recommendation: “I highly recommend it for families.” 9. Rating: ★★★★
📌 Language Features of Review
First Person Pronouns
Definition: Uses “I”, “my”, “we” to show personal opinion. Example: “I enjoyed reading this book because…”
Descriptive Language
Definition: Words that help readers imagine what the item is like. Example: “The special effects were amazing.”
Opinion Words
Definition: Words that show what you think (“fantastic”, “boring”, “exciting”). Example: “The plot was thrilling.”u last weekend!”
Comparisons
Definition: Compares to other items if relevant. Example: “If you liked Frozen, you’ll love this movie too.”
Balanced Viewpoint
Definition: Mentions both strengths and weaknesses if possible. Example: “Although I liked most of the characters, I found the ending predictable.”
Present Tense
Definition: Often used when describing content (“The story follows…”). Example: “The main character travels across Australia.”
Persuasive Language
Definition: Encourages readers to agree with your view or try/not try something. Example: “Don’t miss out on this fantastic game!”
Rating System (optional)
Definition: Gives a score out of 5 or 10 stars. Example: ★★★★☆
🚀 Tips for Time-Limited Writing Tests for Review
Read the prompt carefully—know what you’re reviewing (book, film, product, place).
Start with an engaging hook—ask a question or make an interesting statement.
Give a brief summary—don’t retell everything; just enough so readers understand.
Clearly state your opinion early on (“I think…”, “In my opinion…”).
Use specific examples from the item to support your views.
Mention both strengths and weaknesses if possible for balance.
Use descriptive language to make your review interesting.
End with a clear recommendation—should others try it?
Add a rating if asked (e.g., 4 out of 5 stars).
Check spelling, punctuation, and grammar before finishing.
🌟Sample an Expository Article🌟
Sunquest Video Game Review
Recently, a new video game titled Sunquest has been released across multiple countries, and I have viewed countless positive reviews about it. This encouraged me to experience the game myself and determine whether it was skilfully designed or poorly rushed. To start with, the game surprised me with an appealing and effective home screen. It featured a scenic background and simple buttons that stood out, allowing me to understand the system easily. The background provided insight into how the game worked and immediately captured my attention. I proceeded without trouble and was faced with two different options: Multiplayer or Singleplayer. After choosing Singleplayer mode, I was immediately loaded into a new and captivating world. I felt extremely enthusiastic about what was going to happen next in this unfamiliar game. The game immediately met my satisfaction when it started providing short yet sharp instructions. They were simple to follow and opened my understanding of the different opportunities available to complete the game. It seemed there were endless possibilities appealing to various players. The game was extremely peaceful at first; I found myself thoroughly enjoying it for hours without feeling confused due to the convenient instruction menu that explained everything well. The graphics and sound were extremely well thought out. There was a huge variety of animals I encountered during my journey—various bird species, farm animals, even venomous snakes! They were simply designed yet still had realistic aspects within them. The sound effects were also suitable: cawing crows or snorting pigs in flower meadows added life to my experience. The music played faintly in the background and soothed my gameplay experience further. Animations fit perfectly with animals or items; they were interactive beyond my expectations for such a newly released game! As night fell in Sunquest, I built myself a cosy house using simple materials obtained through dedication and effort. It provided feelings of safety and belonging as I lit up my campfire tucked neatly into one corner of my wooden floor—it emitted soft glowing warmth that made everything feel homely! My house had furniture like sofas & tables; I even cooked food gathered earlier inside my starter kitchen! In conclusion,Sunquest offers endless opportunities while keeping players engaged throughout long sessions filled with realistic elements making it stand out among other games today! Whether constructing homes fighting monsters surviving wilds—it caters differently depending upon player preferences! If unsure about trying out—I strongly recommend giving Sunquest chance because its well-planned design ensures comfortability even beginners feel experienced playing right away!
11. Advise Sheet
An advice sheet is a helpful document that gives clear tips, suggestions, or instructions to help someone solve a problem or handle a situation. Advice sheets are often used in schools, workplaces, and community groups to guide people on what to do in certain circumstances. They are written in a friendly, supportive tone and aim to make things easier for the reader.
🔍What is an Advice Sheet?
An advice sheet is a short, practical guide that provides step-by-step advice or useful information about a specific topic. It is designed to be easy to read and follow, often using bullet points or numbered lists. The purpose is to help the reader understand what actions they can take or what choices they have when facing a particular issue.
🌟Key Features of an Advice Sheet:
Clear Title
Definition: Tells the reader exactly what the advice is about. Example:“How to Stay Calm Before a Test”
Introduction
Definition:Briefly explains why the advice is important or when it should be used. Example: “Feeling nervous before a test is normal. Here are some tips to help you stay calm and do your best.”
Step-by-Step Tips or Suggestions
Definition:Lists practical actions the reader can take. Example: 1.”Take deep breaths.” 2. “Read all instructions carefully before starting.”
Bullet Points or Numbered Lists
Definition:Organises information clearly so it’s easy to follow. Example: 1.Pack your bag the night before. 2. Get a good night’s sleep.
Supportive and Encouraging Language
Definition: Uses positive words to reassure and motivate the reader. Example: “Remember, you’ve prepared well and you can do it!”
Examples or Explanations
Definition:Gives extra details or reasons for each tip. Example:“If you feel worried, talk to someone you trust like a teacher or parent.”
Contact Information or Where to Get More Help (optional)
Definition: Tells readers where they can find more support if needed. Example:: “For more help, speak to your school counsellor.”
Conclusion/Final Encouragement
Definition:Ends with a positive message or summary. Example:“Stay positive and believe in yourself!”
📝Structure of a Advice Sheet
1. Title: Clearly states the topic of advice.
2. Introduction: Explains why the advice is useful or when it should be used.
3. Main Body: Step-by-step tips, suggestions, or instructions (often in bullet points or numbered lists).
4. Extra Help/Contact Info (optional): Where to get more support if needed.
5. Conclusion/Encouragement: Finishes with a positive message.
Example Structure
1. Title: “Top Tips for Making New Friends at School” 2. Introduction: “Starting at a new school can feel scary, but making friends doesn’t have to be hard.” 4. Main Body: • Smile and say hello to people in your class. • Join clubs or sports teams to meet others with similar interests. • Ask questions about what others like—people enjoy talking about themselves! • Be kind and helpful; small acts make a big difference. 4. Extra Help: “If you’re finding it tough, talk to your teacher or school counsellor.” 5. Conclusion: “Remember, everyone feels nervous sometimes—just be yourself!”
📌Language Features of Advice Sheet
Direct Address
Definition: Speaks directly to the reader using “you”. Example: “You should always check your work before handing it in.”
Imperative (Command) Verbs
Definition: Starts sentences with action words telling the reader what to do. Example: “Take deep breaths.” / “Ask for help if you need it.”
Positive and Supportive Tone
Definition: Uses encouraging words and phrases. Example: “Don’t worry if you make mistakes—everyone does!”
Short Sentences and Clear Instructions
Definition: Easy-to-follow steps without long explanations. Example: “Pack your lunch the night before.”
Bullet Points/Numbered Lists
Definition: Organises information so it’s quick to read. Example: • Bring all your equipment • Listen carefully
Examples/Explanations
Definition: Gives reasons for each tip if needed. Example: “Joining a club helps you meet people who like the same things as you.”
Encouragement/Final Message
Definition: Ends with motivation or reassurance. Example: “You’ve got this!”
Simple Vocabulary
Definition: Uses words everyone can understand. Example: “Try your best.”
🚀 Tips for Time-Limited Writing Tests for Advice Sheet
Read the prompt carefully—know what problem or situation you’re giving advice about.
Think of 4–6 practical tips that would really help someone in that situation.
Use a clear title so readers know what your advice sheet is about straight away.
Start with a short introduction explaining why this advice matters.
Write each tip as a bullet point or number for easy reading.
Use direct address (“you”) and command verbs (“try”, “remember”, “ask”).
Keep sentences short and clear—one idea per line/tip.
Use positive language—encourage and reassure your reader!
Add extra help/contact info if relevant (e.g., “Talk to your teacher…”).
Finish with an encouraging sentence.
🌟Sample Writing🌟
Preparing for a School Election
Are you having trouble preparing for our upcoming school election? Don’t worry! Preparing to participate in a role in the student council is not difficult at all. When preparing, there are three key ideas you should try to remember: create a campaign plan, improve public speaking skills, and always maintain positive communication and teamwork.
To begin with, creating a campaign plan is especially necessary. Creating a plan for any election is an important thing to do. The election includes three stages: the poster, your speech, and voting. These are all incredibly important stages of the election. When creating the poster, always remember to have a professional and clean look—this can be easily achieved using online design tools like Canva. Provide information about why you’re campaigning and how you will benefit the school. Next comes your speech—arguably the most important part of your campaign! When delivering your speech, make sure you are funny yet respectful to engage as many people as possible. Finally comes voting; students often vote based on who they like most or whose poster and speech stood out. Thus, these three parts of the election are all crucial components of your campaign plan. Additionally, there are some important rules for speaking to your voters. When you speak, always make sure your voice is loud and projected while varying your tone so you don’t sound robotic—something we’ve all heard from our teachers! A voice that stands out compared to a quiet or monotone one would definitely get my vote. Also, remember that being part of the student council means being part of a team—not just aiming for the highest role like school captain. Make sure you can explain why you want to join the leadership team as a whole. When speaking to voters (some as young as Year 2), avoid using complex terms that might confuse them; instead, focus on making connections they can understand.
Moreover, positive communication and teamwork are key if you want even a chance at joining the student council. Talking kindly with peers is extremely important before the election because how you behave impacts everyone’s perspective of you. Nobody would want someone who constantly yells or commands others in the student council! During group activities or projects, teamwork matters—using everyone’s ideas shows great leadership potential. Don’t forget that teachers also vote; if they see disruptive behaviour in class or on the playground, it might affect their decision.
In summary, if you want a chance at being in the student council, make sure you create a campaign plan, speak confidently to voters with kindness in mind, and demonstrate positive communication skills alongside teamwork abilities. Remember that I’m also participating in this election—so stay bright and focused on your plan just as I will! Good luck with the upcoming school election—campaign effectively!
12. Advertisement
An advertisement is a short, persuasive piece of writing or media designed to grab attention and convince people to buy a product, use a service, attend an event, or take some kind of action. Advertisements are found everywhere—in newspapers, magazines, online, on TV, radio, and even on posters and billboards. The main goal is to make the audience interested and encourage them to act.
🔍What is an Advertisement?
An advertisement (or advert/ad) is a message created to promote something. It uses catchy words, images, and sometimes special offers to persuade people. Advertisements can be for products (like shoes or snacks), services (like tutoring or cleaning), events (like concerts or school fairs), or causes (like recycling campaigns).
🌟Key Features of an Advertisement
Catchy Headline
Definition: A short, attention-grabbing phrase at the top. Example:“Don’t Miss Out on the Fun!”
Persuasive Language
Definition:Words that make the product or event sound exciting or necessary. Example: “Amazing deals you can’t resist!”
Slogans
Definition:Memorable phrases that stick in your mind. the reader can take. Example: “Just Do It.” / “Freshness You Can Taste!”
Description of Product/Service/Event
Definition:Briefly explains what’s being advertised and its benefits. Example:“Our new sports shoes are lightweight and super comfortable—perfect for active kids!”
Special Offers or Deals
Definition: Discounts, free gifts, or limited-time offers to encourage quick action. Example: “Buy one, get one free! Only this weekend.”
Call to Action
Definition:Tells the reader what to do next. Example:“Visit our store today!” / “Call now!” / “Order online!”
Contact Information/Details
Definition: How and where people can get the product or more information. Example:: : “www.coolshoes.com.au” / “Call 1800 123 456”
Visual Elements (optional)
Definition:Pictures, logos, colours, or bold fonts to make the ad stand out. Example:A bright photo of smiling kids wearing the shoes.
📝Structure of an Advertisement
1. Headline: Grabs attention straight away.
2. Short Description: Explains what’s being advertised and why it’s great.
3. Key Features/Benefits: Lists what makes it special.
4. Special Offer/Deal: Any discounts or bonuses.
5. Call to Action: Tells people what to do next.
6. Contact Details: Where/how to buy or find out more.
Example Structure
1. Headline: “Get Ready for Summer with Splashy Water Bottles!” 2. Description: “Keep cool all day with our colourful, leak-proof bottles.” 3. Key Features: “BPA-free • Easy to clean • Available in 5 fun colours” 4. Special Offer: “Buy two, get a free carry strap! This week only.” 5. Call to Action: “Visit www.splashy.com.au or your local shop today!”
📌Language Features of Advertisement
Persuasive/Emotive Language
Definition: Words that make you feel excited or like you need the product. Example: “Delicious”, “unbeatable”, “must-have”, “exclusive”
Imperative (Command) Verbs
Definition: Tells the reader what to do. Example: “Try it now!”, “Hurry!”, “Don’t wait!”
Rhetorical Questions
Definition: Questions that make readers think but don’t need an answer. Example: “Tired of boring lunches?”
Alliteration & Rhyme
Definition: Repeating sounds for effect; makes slogans memorable. Example: “Super Snacks for Super Kids!”
Short Sentences & Exclamations
Definition: Quick statements that create excitement. Example:“Only $5! Limited stock!”
Positive Adjectives
Definition: Describing words that make things sound appealing. Example: “Fresh”, “tasty”, “amazing”, “incredible”
Direct Address
Definition: Speaks directly to the reader using “you” or “your”. Example: “You’ll love our new range!”
Bold/Capital Letters (in print)
Definition: Makes important words stand out. Example:SALE NOW ON!, LIMITED OFFER!
🚀 Tips for Time-Limited Writing Tests for Advertisement
Read the prompt carefully—know what you’re advertising and who your audience is.
Think of a catchy headline first—it should grab attention!
Use persuasive language—make your product/event sound exciting and unique.
Keep sentences short and punchy—easy to read quickly.
Include at least one special offer if possible (“Free gift!”).
Always have a clear call to action (“Buy now!”, “Visit us today!”).
Add contact details so people know how to respond.
Use positive adjectives and strong verbs throughout.
If allowed, add visual elements like bullet points or bold words for key features.
Check spelling and punctuation before finishing.
🌟Sample Writing🌟
EcoRide Bicycles! Join the Sharing Program Today!
Imagine driving through town with a nonchalant expression when suddenly you notice the air thick with hazy-black smoke. The pungent odour fills your car as you cough and splutter along with everyone else around you. This could happen if we continue relying on cars every day without switching to eco-friendly alternatives. But don’t worry—EcoRide bicycles are here to save the day! How to Sign Up Signing up for EcoRide is incredibly easy! Our bikes are available at multiple stores with amazing deals and discounts. Plus, we offer a points rewards system—bike 10 kilometres per day to earn points that can be redeemed at our partnering stores or our own EcoRide store! Signing up is free, and you’ll receive a 20% discount on your first bike purchase. Visit www.ecoridebikes.com today to explore our range of high-end bikes built with cutting-edge technology!
Environmental Benefits EcoRide bicycles help reduce our carbon footprint by 65% every day! Made from 100% recycled materials, our bikes are designed to protect urban areas while being environmentally friendly. As John McGalier from Harvard University says: “EcoRide bikes have been very effective in reducing our carbon footprint so far.” Additionally, profits from bike sales go towards organisations dedicated to protecting our planet.
Community and Health Benefits Biking isn’t just good for the Earth—it’s great for you too! It’s an excellent form of exercise that improves cardiovascular health and helps maintain fitness. A study from California University shows that biking can restore up to 80% of your health! Plus, biking fosters a sense of community as more people come together to embrace this eco-friendly lifestyle.
How to Get Involved Want to help out? Visit www.ecoride/jobs.com to learn how you can volunteer or donate. Together, we can make a difference!
Don’t wait—join the EcoRide Bicycle Sharing Program today! Let’s create a healthier planet while staying fit and connected.
1. The Limitations of Simply Re-Showing Incorrect Questions
Merely seeing the same problems again often does not lead students to deeply understand why they made mistakes.
Since no review records are kept,
except for a few exceptionally attentive parents, most parents cannot accurately monitor their child’s review progress.
2. The Core Structure of TTC Challenge:
‘Review 5 Questions → Unlock New Challenge Questions’
TTC Challenge is designed based on each student’s test results through a system of ‘Reviewing 5 incorrect questions (up to 15 wrong questions) via Retest → Unlocking new challenge questions.’
Students review 5 questions grouped from their mistakes.
The Review is provided in a Retest format, where students must actively attempt the problems again and confirm their understanding.
Upon completing the Review, students unlock a new set of challenge questions designed to extend their thinking and consolidate their skills.
In short, it is not about simply re-showing problems — it is about guiding students to recognise and overcome their mistakes through a structured learning process.
3. Special Structure for MR/TS Subjects:
Review from Easier Problems and Unlock New Challenges
For Mathematical Reasoning (MR) and Thinking Skills (TS) subjects, the following special structure applies:
Students start the Review with easier problems first, based on their average performance.
The Review is provided in a Retest format, where students re-attempt the questions themselves.
Once the Review is fully completed,
students can access a full review of the five questions they missed, and only after finishing this can they move to the next set.
Additionally, students who sincerely complete the Review are given an extra set of five more challenging problems to further sharpen their abilities.
Through this, students:
Build a stronger foundation, and
Progress toward higher levels of problem-solving competence.
4. How the Reading Review is Structured
In Reading, the Review process is also based on groups of 5 questions per set, derived from the student’s incorrect answers. However:
Unlike MR/TS, the questions are provided in the order of the original passage flow,
not sorted by difficulty level.
Students review the questions sequentially, maintaining the flow of the reading material.
After sincerely completing the Review, students are given an additional new Reading set (1+1) for extended practice.
5. Why Is the Retest Review System Essential?
Consider the following:
During the Review session, students already receive explanations and correct answers.
If, even after a week, they cannot correctly solve the same five questions — even starting from easier ones — it clearly indicates that the student has not genuinely understood the material.
STTC Challenge is designed to help students recognise these learning gaps themselves and support them in systematically overcoming their weaknesses.
6. Why Independent Study Is Crucial
Merely sitting for exams and attending classes alone cannot guarantee real skill development. Students must actively review their mistakes, reflect, and engage in repeated practice.
We understand better than anyone else that: “Without independent study, significant academic improvement is extremely difficult.”
TTC Challenge is structured to naturally instil the habit of self-review, critical thinking, and continuous improvement.
7. Parents’ Reactions to the Retest Review System
Initially, because the Retest Review System is a new and unfamiliar style of Review, some parents may find the process inconvenient.
However, among the parents who understood and trusted the system, we have received numerous positive feedback reports that students have achieved real academic improvement through this method.
▶ Summary
STTC Challenge is a systematic learning system where students review five incorrect problems (up to 15 wrong questions), complete the review through retests, and then unlock new challenge problems. MR/TS subjects start with easier problems for review, and Reading provides five-question sets according to the passage flow. Students cannot simply rely on taking tests and attending classes; independent study and active review are essential for genuine academic improvement. Many parents who understood the Retest Review System have witnessed real improvement in their children’s academic performance.
◈ Please note that this service method is subject to change without prior notice.
While students must be feeling nervous, it is often the parents who carry an even heavier burden in their hearts. The desire to provide even slightly better opportunities for your child, and the deep love that drives you to do your best for them, makes this time feel especially heavy and sensitive.
Yet, our children do not always move exactly according to our hopes. Perhaps that is simply part of the natural process of growing up.
This message is shared with the hope that you can read it with a light heart. For now, the most important thing is for your child to perform well in the exam. School choices can be adjusted after the exam is over.
There is no need to burden your heart with excessive worries right now. It will never be too late to calmly reconsider school selections after the exam is completed.
These ideas are, in fact, simply common sense. When it is someone else’s situation, it seems clear and rational. However, when it becomes our own situation, it is natural for emotions to cloud our judgement.
Especially nowadays, with the rapid development of social media, it is easy to encounter countless personal experiences being generalised hastily. Reading such case-by-case stories can easily shake our confidence.
But remember — Feeling anxious or uncertain is a natural human response. It does not mean you are wrong or weak. It simply means you care deeply.
Now, more than anything else, the greatest gift you can give your child is your calm support and warm encouragement, so they can approach the exam with peace of mind and do their best.
1. Background: Why Prediction is Difficult
Analysis of TTC data shows that
while some students consistently maintain their ranking regardless of difficulty,
others experience significant fluctuations depending on the exam.
Therefore, the reliability of predictions is:
Higher for students whose performance remains consistent,
Lower for students whose performance is unstable.
Exam results can vary due to many external factors.
This is similar to sports or musical competitions.
For example, the FIFA-ranked No. 1 team does not always win the World Cup.
2. Structure of the Selective High School Test
System Structure • The Selective High School Test offers places strictly based on ranking within a set number of available spots. • It is not about absolute scores but relative performance. • Even if a student scores 99, if more than ten students score 100 for ten available places, the student may not receive an offer.
Why was this system created? • The Selective High School system was developed by the NSW Department of Education. • As public schools, Selective High Schools cannot leave places unfilled, unlike private or catchment-based local schools. • Therefore, to ensure that all places are filled, the system operates through: – Three stages of selection (Initial Offer → Reserve → Late Offer), – Reserve lists, and – Selective Transfers for Years 7–10 to fill mid-year vacancies.
• The selection and placement process is detailed and systematic because all available spots must be filled each year.
3. How School Preference order is commonly determined in the market
Two main criteria are widely used:
1. Cut-off Score System • Schools are selected based on past published cut-off scores. • However, these cut-off scores represent the last reserve offer and may not perfectly reflect the actual minimum admission level.
2. Sydney Morning Herald (SMH) HSC Rankings • Schools are ranked based on HSC performance results published by SMH. • While useful as a general reference, these rankings are not a perfect indicator of a school’s overall quality and are influenced by our natural trust in numbers.
Why is school preference determined this way?
• Most parents and students tend to apply to higher-ranking schools as their first preference. • Reflecting market trends, using cut-off scores and HSC rankings provides a more realistic approach to setting school choices.
4. Prediction Models and Their Limitations
Model A: TTC Score Compared with Cut-off • Individual TTC scores are compared to past cut-off scores to predict likely outcomes. • When the sample size is small, it is difficult to use group averages or rankings, so simple direct comparisons are typically used. • It is quick and intuitive but does not fully account for variations in exam difficulty or year-to-year changes.
Model B: TTC Score Plus Ranking Percentage • This method considers both the individual score and the student’s percentile rank within the group. • It is more reliable when the sample size is large, but less effective with smaller groups.
Model C: Hybrid Model • A balanced approach that considers both scores and ranking. • To reduce prediction errors, rather than suggesting only one school, a range of possible schools is recommended. • This allows students and parents to build more flexible and realistic strategies.
5. Additional Factors Complicating Prediction
Equity Model Implementation The Department of Education has not disclosed the detailed standards for applying the Equity Model, making predictions difficult.
Reserve System Final offers can change based on parental decisions and movement between schools.
Changes from 2025 The exam has shifted to a new structure spread over three days, making outcomes even harder to predict.
6. Conclusion
Students with consistent performance can be predicted with a relatively high degree of reliability based on past data.
For students with variable performance, discrepancies between predicted and actual outcomes are more common.
School selection is not a matter of perfect prediction but of making the best decision based on available information and trends.
Right now, the most important thing is not perfect planning, but supporting your child so they can do their best on exam day with confidence and calmness.
Important: Download and print your Test Admission Ticket from theapplication dashboard.
Your child must bring the printed test admission ticket to the test centre and show it to the invigilator.Digital copies on phones or devices will not be accepted.
Students must wear their school uniform (sports uniform with the school emblem is fine. Let your child choose their preferred uniform (formal or sports). Pack a hat for breaks outdoors and a jacket if the weather is cool.
What to Bring
● Two 2B pencils ● Eraser ● Pencil sharpener ● Printed Test Admission Ticket ● Clear water bottle
If Applicable, Also Bring:
● Approved adjustments for disability (e.g., FM transmitters) ● EpiPen, asthma inhalers, diabetes medication, or other necessary medications ● Glasses ● Tissues ● A clear plastic bag for stationery (no pencil cases allowed) ● A quiet wristwatch (no noise, calculators, computing, internet connection, messaging, or malpractice features)
What NOT to Bring:
● Pens ● Rulers ● Calculators ● Note paper ● Dictionaries or other books ● Smartwatches, phones, or other devices that compute, photograph, communicate, or make noise ● Pencil cases
Frequently Asked Questions:
Frequently Asked Questions
What You Need to Know
Do we need exactly two pencils?
Two is just the minimum recommendation, so you won’t run out. Feel free to pack three or more pencils, just in case.
Do all stationery items have to be in a clear plastic bag?
Yes, all stationery items must be in a clear plastic (ziplock) bag. Following this rule avoids potential issues on test day. Pencil cases are not allowed to be brought.
Can they bring an insulated water bottle?
No. Use a small, clear water bottle (like those from major supermarkets), remove the label, and write your child’s name on it.
What if my child is sick and unable to attend the test day?
Obtain a doctor’s certificate and submit it through the application dashboard by the specified cut-off date (for a make-up test on 19th May). For more information, see Illness or misadventure
What is the duration of the test?
OC Exam timetable 8:00 am Students arrive 8:30 am Reading Test (30 minutes) 9:00 am Short break (students remain seated or use the bathroom) 9:10 am Mathematical Reasoning Test (40 minutes) 9:55 am Short break (students remain seated or use the bathroom) 10:05 am Thinking Skills Test (30 minutes) 10:40 am End of Thinking Skills Test 10:55 am Parent pick-up time
Selective Exam Timetable 12:00 pm Students arrive 12:30 pm Reading Test (40 minutes) 1:10 pm Short break (students remain seated or use bathroom) 1:20 pm Mathematical Reasoning Test (40 minutes) 2:10 pm Longer Break (students can leave the room or use bathroom) 2:40 pm Thinking Skills Test (40 minutes) 3:25 pm Short break (students remain seated or use bathroom) 3:35 pm Writing Test (30 minutes) 4:10 pm End of the Writing Test 4:20 pm Parent pick-up time
Are snacks allowed?
Yes, for the selective school test, students may bring a substantial snack to eat during the longer break between tests. However, for the OC test, snacks are not permitted as the breaks are shorter.
Is a wristwatch necessary?
A wristwatch is not essential, as the test screen will display the time. However, you may provide a quiet one, ensuring it does not produce noise or include features such as calculators, computing capabilities, internet access, messaging, or any other functions that could lead to malpractice.
Is there an online practice test available?
Yes, new online practice tests are now accessible. Encourage your child to familiarize themselves with the test sections by visiting the relevant test page provided below.
No, a Windows laptop with a trackpad and a separate mouse will be provided by the department for each student. Students are not permitted to bring their own computer equipment.
Do students need to submit their answers for each test?
No, students’ answers are automatically saved and submitted when the time for each test component ends. There is no ‘submit’ or ‘finish’ button.
Can students track their word count for the Selective Writing test?
No, the test software does not include a word count functionality for the Writing test.
Are working-out papers provided?
Yes, each student will receive two A3 sheets of paper for working out at the beginning of the test.
How many students applied for the 2025 test?*
Selective School Exam: 17,559 students applied for one of 4,248 places (excluding Aurora College). OC Exam: 13,110 students applied for one of 1,840 places (excluding Aurora College).
What if something goes wrong during the test?
Ensure your child knows they should not hesitate to raise their hand if they face any issues, such as a problem with computer hardware or software. There’s no need to panic—help will be provided once they signal for assistance.
Dear Parents and Carers,
Greetings to you all. We would like to express our sincere gratitude for the constant support you give your children in their studies. The ASAT results have now been released. ASAT is a practice exam designed to replicate the conditions of the OC and Selective High School Placement Tests, giving students invaluable, hands-on experience before the real event. Thanks to your strong support, our cohort is large and the data are meaningful; however, we wish to emphasise that ASAT scores are reference data only and should never be regarded as definitive. We are aware of recent discussions such as “Which organisation’s predictions are more accurate?” or “Does ASAT truly align with the real test results?”
This year’s exams involve numerous variables: three separate test days, first-ever computer-based testing (CBT), and complex interactions between student scores, school choices, and allocation procedures. Given these factors, any forecast may fit some students yet cannot be a perfect match for everyone. At Pre-Uni New College, we openly acknowledge these limitations. ASAT is provided as a learning experience to guide students and families; it is not a fortune-telling tool for school placement. We ask for your understanding that its purpose is to build exam readiness and offer broad guidance, not to predict placements with absolute certainty.
Regardless of your child’s ASAT outcome, what matters most is that they enter the real tests in the best possible condition, minimise errors, and perform to their full ability. While practice questions play an important role, the greatest support comes from your warm encouragement and the confidence you instil in them. Considering the pressure young students already face, parental reassurance is more vital than ever.
The 2025 cohort will be the first to sit the exams in CBT format. For many children, an unfamiliar computer interface and travelling long distances to test centres can heighten anxiety. Both the Selective High School and Opportunity Class tests are, by nature, competitive selection processes, so not every student will achieve his or her preferred outcome. Nevertheless, we believe that the preparation journey itself will provide valuable skills that benefit students well beyond these exams.
Having overseen ASAT in CBT form ourselves, we understand just how challenging it is to manage every possible variable. To those who have never run such a test, it may appear straightforward, but in reality it is far from simple. For that reason, we earnestly hope that no unexpected technical issues arise in the NSW OC or Selective exams, so that all students can be assessed fairly and without external disruption. We trust the DoE NSW will do everything possible to ensure a smooth testing experience.
With only one week remaining, please remind your children: “Don’t worry, you can do it—remember that we love you, believe in you, and are always here with a big hug.”
Encourage plenty of rest and healthy routines so they arrive at the exam room calm and confident. Our shared goal is to help every student demonstrate their abilities in a safe, equitable environment. Thank you once again for your steadfast support and encouragement. We wish your children every success and a bright future ahead.
In short, it is not about simply re-showing problems —
