texts and human experience essay questions

Year 12 HSC Common Module: Texts and Human Experiences Practice Questions

Can’t find any helpful questions for HSC Module Text and Human Experience? Here are 10 brand new questions for you!

TutorTime would like to help you prepare for the HSC English Common Module (paper 1). 

A great place to start is to understand what you have to demonstrate-you can find it here straight from NESA:

“In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.

Students explore how texts may give insight into the anomalies, paradoxes and inconsistencies in human behaviour and motivations, inviting the responder to see the world differently, to challenge assumptions, ignite new ideas or reflect personally. They may also consider the role of storytelling throughout time to express and reflect particular lives and cultures. By responding to a range of texts they further develop skills and confidence using various literary devices, language concepts, modes and media to formulate a considered response to texts.

Students study one prescribed text and a range of short texts that provide rich opportunities to further explore representations of human experiences illuminated in texts. They make increasingly informed judgements about how aspects of these texts, for example context, purpose, structure, stylistic and grammatical features, and form shape meaning. In addition, students select one related text and draw from personal experience to make connections between themselves, the world of the text and their wider world.

By responding and composing throughout the module students further develop a repertoire of skills in comprehending, interpreting and analysing complex texts. They examine how different modes and media use visual, verbal and/or digital language elements. They communicate ideas using figurative language to express universal themes and evaluative language to make informed judgements about texts. Students further develop skills in using metalanguage, correct grammar and syntax to analyse language and express a personal perspective about a text.”

Read more about the NESA English syllabus here:

https://educationstandards.nsw.edu.au/wps/wcm/connect/f2ef71a2-ea7c-4b96-92f6-398fe141925c/english-stage-6-prescriptions-2019-2023.pdf?MOD=AJPERES&CVID=

Here are some general essay tips:

• Time your essays. You should allow 40 minutes to write the essay and don’t forget to add in the rubric words.
• Hand write your essay, get writing fit, you won’t be able to type your essay in the HSC!
• Don’t forget to answer the question in your introduction.
• Write in clear paragraphs with obvious spacing. 
• Edit your work. 

Some Common Module Questions

1. ‘Representations of historical collective human experiences influences how individuals live their lives today.’

Discuss this statement with reference to the text you have studied.

2. ‘Without love, there can be no hate. Without lies, there can be no truth. Without deceit, there can be no honour.’

How has the text you have studied explored the paradoxical truths of the human experience?

3. ‘Transgressions, lies and deceit form a fundamental part of the human experience. Composers aim to highlight how responding to such tribulations can shape the way individuals view the wider world.’

How has the text you have studied explored this idea?

4. ‘Power tends to corrupt; absolute power corrupts absolutely’. 

With reference to the above statement and your prescribed text, to what extent do you believe the individual human experience is defined by one’s struggle with power? 

5. ‘Humans are inconsistent creatures. We love, we envy, we hate. There is no formula to life’. 

To what extent has your understanding of your prescribed text informed your opinion of the above statement? 

6. ‘The one thing that I know for sure is that I don’t know anything for sure’.

How have the paradoxes inherent to the human experience informed your understanding of your prescribed text? Reference the above quote in your answer. 

7. With reference to your prescribed text, to what extent can literature truly capture the inconsistent realities of the human experience? 

8. ‘Human beings, who are almost unique in having the ability to learn from the experience of others, are also remarkable for their apparent disinclination to do so’.

Evaluate the above statement in line with your understanding of your prescribed text. 

9. To what extent does your prescribed text suggest desperation to be an innate aspect of the human experience?

10. ‘We only reveal our true selves in moments of difficulty’

To what extent is the human experience defined individual suffering? Answer this question with reference to the above statement and your prescribed text.

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HSC texts and human experiences

Highly accomplished English teacher, Jowen Hillyer, answers questions from students studying for their HSC in the lead up to the 2021 exams.

In my experience integrated is better. Longer quotes can be useful sometimes but the examiners want to see your words more than the words from your text.

As a general rule it is 2 minutes 15 seconds per mark, but allow some thinking time so if you allow 2 minutes per mark you have time to read over your responses and add/subtract things. 10 minutes for a 5-mark question is about right (with wriggle room of 1 minute or so).

Look for synonyms. Rewrite the question in your own words. Look to the verbs – what does it want you to do with the question?

Look for clues. The heading will tell you what type of text it is (even if it doesn’t look like a poem, trust that it is and look for language devices you expect to see in a poem).

The stimulus is in a separate booklet to the question booklet. They are often (or have been in the past) stapled together.

A good tip is to separate them as soon as you are given reading time so that you can look at the question you are answering on a text at the same time as reading that text –rather than flipping between booklets.

While there is no rule to say that you should, it helps to do it in order for two reasons.

While there is no ‘one way’ to do this, it helps to have a structure in mind.

No. This module is for the text you studied for Texts and Human Experiences only.

There are four ways you can maximise your reading time.

The exam is designed to be unpredictable so that you show what you know not what you memorised.

The exam is designed to make you think on the spot about what you know about the module and how the text demonstrates that.

Of course! Just don’t ignore the question. If it asks about setting you can define what that means in your introduction.

It is a good idea to write a few different essays in response to questions, but this is more for your time management and quote retention purposes.

The best quotes to memorise are ones which do more than one thing.

Instead of saying ‘to a large extent’ try evaluative adverbs (passing a judgement without having to directly state it), eg.‘Creatively, (composer) does …, ‘Succinctly …', ‘Clearly …’.

The rubric shows what you need to learn but not what will be examined.

This is all about representation. Why did the composer choose film/poetry/prose etc as the best way to get their ideas across to you?

Back to HSC English

Other pages in this section

• HSC English Standard - Module A – Q&A
• HSC English Advanced - Module A – Q&A

Common Module Cheat Sheet - All Texts

Download a printable version here., module description.

In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.

Students explore how texts may give insight into the anomalies, paradoxes and inconsistencies in human behaviour and motivations, inviting the responder to see the world differently, to challenge assumptions, ignite new ideas or reflect personally. They may also consider the role of storytelling throughout time to express and reflect particular lives and cultures. By responding to a range of texts they further develop skills and confidence using various literary devices, language concepts, modes and media to formulate a considered response to texts.

Students study one prescribed text and a range of short texts that provide rich opportunities to further explore representations of human experiences illuminated in texts. They make increasingly informed judgements about how aspects of these texts, for example context, purpose, structure, stylistic and grammatical features, and form shape meaning. In addition, students select one related text and draw from personal experience to make connections between themselves, the world of the text and their wider world.

Key Statements

Dimensions of the human experience.

The human experiences represented in your prescribed/unseen texts will always be connected to one of the subcategories of the “wellness wheel”:

Words to include in textual analysis

These make markers happy for some reason.

• Appreciate - when making a judgement about the value of something
• Explore - when discussing the themes of the text
• Interpret - when discussing the audience’s interaction with the text
• Analyse - When discussing your understanding of the text
• Expression - When discussing the author/poet/artist’s connection to the text
• Elicit - When discussing how a technique results in an emotion

Plutchik Wheel of Emotions

Essay length.

For paper 1 unseen texts, a good estimate is 2-3 lines per mark, while the extended response should be ~800 words/6 pages. If you don’t hit those numbers, that’s totally fine, it’s just a good estimate.

RESOURCE: CHIPS Question Breakdown Strategy

Body paragraph structure.

• Statement about the concept
• What type(s) of experience from the wellness wheel is represented, and is it collective or individual?
• What emotions from the Plutkich wheel are present, and how are they used (Example/Technique from PETAL paragraphs)?
• How does the experience of the example present anomaly/paradox/inconsistency in the human experience?
• Personal reflection? Challenging the reader’s assumptions? Persuading you of something?
• Conclude with a mash of steps 1, 2, and 3

Positive and Negative Words

Words to describe the human experience that mean nothing but for some reason get more marks, targets of a text, punchy phrases.

• Aids in this improved understanding of the textual material
• Indicates the universality in the subject matter being contemplated
• Brings reader to consider more deeply the manner in which ___
• An intimacy is generated between the viewer and ___
• Creates a more nuanced understanding
• Attracting to the audience to both ___
• To further impress upon the reader the idea of ___
• Further clarify and cement reader’s understand of the literal content
• Further elucidates the impression that

Free Thesis Statements

• Texts represent how human experiences are dependent on one’s context and their ability to transcend the limitations of context
• Texts about human experience invite the audience to contemplate on their own experiences and reflect on the processes that shape their identity
• Human experiences may be recursive but they are transformative nonetheless
• Texts offer a representations of human experience that challenges our assumptions and thus intensifies our awareness of self and others
• Representation of relationships in texts highlight the way in which human experiences may differ in varied interactions
• Texts offer a representation of the human experience to record the social and emotional development of the individual and the collective
• Our experiences expose our capacity for fortitude and focus, particularly when our individual ideals are challenged by contextual values / societal expectations

Last updated on November 17, 2021

Essay Questions

1. How has your understanding of the challenges of human experience been shaped by your study of the prescribed text

2. Through the sharing of stories, we become more aware of ourselves and our shared human experiences. Explore this statement with close reference to your prescribed text.

3. How do composers reveal the anomalies of human motivation and behaviour? In your response,  refer closely to your prescribed text.

4. "Human experiences, and the way they are constructed within texts, always offer the opportunity for reflection". Evaluate the relevance of this statement to your prescribed text.

5. How do composers create meaning through their exploration of powerful human experiences? In your response, refer closely to your prescribed text..

6. The human experience is highly provocative, often eliciting profoundly emotional responses from individuals. To what extent is this conveyed in your prescribed text?

7. Through the language of composers, complex human experiences are given voice, thus allowing challenging encounters to be more readily understood by audiences. How does the composer of your prescribed text effectively convey complex human experiences?

8. The human experience is highly paradoxical. Discuss in relation to your prescribed text.

9. Texts about human experience inevitably reveal the highly personal motivations driving human behaviours and actions. Explore how this is conveyed in your prescribed text?

10. Texts about human experiences inevitably reveal the anomalies and inconsistencies that underpin human behaviour. Do you agree? In your response make detailed reference to your prescribed text.

11. Texts about human experiences stimulate personal reflection, thus enabling readers to gain new and renewed insight into human nature and the world. Explore how this is seen through your prescribed text.

12. Exposure to human experiences can challenge an individuals preexisting beliefs, thus igniting new ideas and personal reflection on the true nature of humanity. To what extent have your understandings of human experiences been shaped by your study of your prescribed text?

13. "Human experience resembles the battered moon that tracks us in cycles of light and darkness, of life and death, now seeking out and now stealing away from the sun that gives it light and symbolises eternity" - Eugene Kennedy

Using the above quote as a stimulus, discuss the ideas of the human experience explored in your prescribed text.

14. "Novels attempt to render human experience; that's all they really are. They are meant to convey empathy for the character." Explore this statement in relation to the ideas about the human experience conveyed in your prescribed text.

15. Texts "hold as 'twere a mirror up to nature: to show virtue her feature, scorn her own image, and the very age and body of the time his form and pressure" - Hamlet (3.2.17-24). To what extent does this statement reflect representations of individual and collective human experiences in your prescribed text?

16. ‘When composers create characters or personas who are authentic and engaging, then we are more likely to understand and learn from their experiences.” Have you found this to be the case in your prescribed text? Discuss.

17. Explore how your prescribed text represents human experiences, igniting new ideas and positioning you to see the world differently.

18. How do composers use literature to reveal the challenges and triumphs of human experiences?

19. Texts represent how human experiences arise from and are associated with human qualities and emotions. Explain how language is used to shape these representations in you prescribed text.

20. Quality texts invite their responders to see the world differently. Explain how this is true in your prescribed text?

21. Quality texts invite their responders to challenge assumptions. Explain how this is true in your prescribed text?

22. Quality texts ignite new ideas in the minds of responders. Explain how this is true in your prescribed text?

23. Engaging texts allow us to the opportunity to reflect personally about our own experiences. Explain how this is true in your prescribed text?

24.  Stories are powerful tools that allow individuals to understand the challenging human experiences of themselves and others. Explore this statement with close reference to your prescribed text.

25. "...but the human experience is often paradoxical." - George Elliot

How do texts try to make sense of the human experience? Explore this statement with close reference to your prescribed text.

26. "No man is an island." - John Donne

How is the individual experience ultimately a collective one? Discuss this idea with close reference to your prescribed text.

27. An individual’s experience is underpinned by a complex negotiation between themselves and their world. To what extent does this interpretation align with your understanding of your prescribed text?

28. ‘We are challenged by the human experiences conveyed in texts as they force us to examine how we too are bound by our own or others experience.’ Explore how this is evident in your prescribed text.

29.  It is a story’s ability to ignite new ideas about human behaviour that allows us as readers to see the world differently. In your response, discuss this statement with detailed reference to your prescribed text.

30. The telling of stories invites us to view our experiences and the experiences of others in a new light. Explore this statement with close reference to your prescribed text.

31. Storytelling ignites new ideas about the multifaceted nature of human behaviour. Discuss this statement in relation to your prescribed text

32. The function of stories is to reflect and express our humanity. To what extent do you agree with this view? Discuss with close reference to your prescribed text.

33. To what extent is the meaning of a text as a representation of human experiences dependent on the purpose of the composer and the context in which it is composed? In your response make detailed reference to your prescribed text.

34. The art of the composer is to reveal us to ourselves. How effectively has the composer of your prescribed text revealed what it is to be human?

35. Evaluate how effectively the composer of your prescribed text has used form and language to convey the range and complexity of human experiences.

36. 'Stories can only be as strong as the techniques used to represent them'. Evaluate the ways in which the composer of your prescribed text has implemented techniques to craft strong stories about the human experience.

37. We like to think of ourselves as individuals, but paradoxically, we also like to think of ourselves as deeply connected as a universal human race. Explore the extent to which this paradox is addressed within your prescribed text.

38. How do texts apply various literary and/or visual devices to represent human behaviour and motivations. In your response, make detailed reference to your prescribed text.​

39. How do all texts offer a reflection on human experiences, both deeply personal and shared?

40. How do texts use the exploration of life scenarios of individuals in order to convey important ideas about the human experience?

41. ‘Human behaviour flows from three main sources: desire, emotion and knowledge’ – Plato. To what extent does your prescribed text align with this statement?

42. 'Literature contains knowledge of the human experience that is not available otherwise' - Aleksandar Hemon. How are such ideas communicated through your prescribed text?

43. 'Literature takes the reality of human experience as a starting point, transforms it by means of the imagination, and then sends readers back to life with a renewed understanding of it' - Leland Ryken. To what extent does the above quote resonate with your study of texts and human experiences?

44. 'Literature adds to reality. It does not simply describe it' - C. S. Lewis. To what extent has your study of your prescribed text added to your understanding of human experiences?

45. 'Literature provides us with experiences it would not be wise or possible to introduce into our own worlds and thus enlarges our understanding of the very nature of humanity' - Louise Rosenblatt. How does your prescribed texts deepen your understanding of human experiences and the world?

46. Texts reflect both human integrity and human imperfection. Do you agree? Justify with detailed reference to your prescribed text.

47. The experience of telling and receiving stories is an experience of learning about who and what we are. How true is this in light of your study of your prescribed text?

48. 'Literature presents characters portraying human experience in all its richness and contradictions' - Julia Alvarez. How is this conveyed in your prescribed text?

49. Human experiences can be both unique and universal. How does studying your prescribed text and ONE other related text deepen your understanding of this notion?

50. To what extent are texts culturally significant due to their explorations of the complex emotions and qualities that define humanity?

51. Explain the significance of form in expressing and evaluating what it means to be human in your prescribed text.

52. Explore how texts illuminate the inconsistencies in our behaviour, and how this shapes our understanding of what it means to be human.

53. The most important texts are ones that invite the responder to see the world differently. To what extent is this true of your prescribed text and one text of your own choosing?

54. How do texts reflect particular lives and cultures, and what does this tell us about the relationship between storytelling and humans? In your response, make close reference to your prescribed text and one other related text.

55. Texts are a vessel in voicing the concerns of society, resonating within readers the complexity of individual and collective experience, thus instigating renewed perceptions of the world. Explore how this is conveyed in your prescribed text.

56. Texts about human experiences illuminate how collective experiences shape an individuals human qualities and behaviours. To what extent does the text you have studied demonstrate that individual and collective experiences are interconnected?

57. Texts convey the relationships between human emotions and human experiences. How is this revealed within the text you have studied?

58. Human beings are given the opportunity to choose their experiences and, thus, their reality. To what extent does the text you have studied illustrate the influence of personal choice on human experiences?

59. Our experiences are a reflection of our human identity. Do you agree? Justify your response with close reference to your prescribed text.

60. Our life experiences are created through our actions and reactions to life’s stimuli. Explore this statement in relation to your study of texts and human experiences.

61. Texts can invite the responder to see the world differently through deepening our understanding of the impacts of human emotions. Evaluate this statement with reference to your prescribed text.

Common Module - Texts and Human Experience

In this section:

​In this common module students deepen their understanding of how texts represent i ndividual and collective human experiences . They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.

Students explore how texts may give insight into the anomalies, paradoxes and inconsistencies in human behaviour and motivation s, inviting the responder to see the world differently , to challenge assumptions , ignite new ideas or reflect personally . They may also consider the role of storytelling throughout time to express and reflect particular lives and cultures. By responding to a range of texts they further develop skills and confidence using various literary devices, language concepts, modes and media to formulate a considered response to texts.

Students study one prescribed text and a range of short texts that provide rich opportunities to further explore representations of human experiences illuminated in texts. They make increasingly informed judgements about how aspects of these texts, for example context, purpose, structure, stylistic and grammatical features, and form shape meaning. In addition, students select one related text and draw from personal experience to make connections between themselves, the world of the text and their wider world.

By responding and composing throughout the module students further develop a repertoire of skills in comprehending, interpreting and analysing complex texts. They examine how different modes and media use visual, verbal and/or digital language elements. They communicate ideas using figurative language to express universal themes and evaluative language to make informed judgements about texts. Students further develop skills in using metalanguage, correct grammar and syntax to analyse language and express a personal perspective about a text.

Rubric from the HSC English Prescriptions 2019-2023

​Source: English Stage 6 Prescriptions: Modules, Electives and Texts. Weblink: https://educationstandards.nsw.edu.au/wps/wcm/connect/f2ef71a2-ea7c-4b96-92f6-398fe141925c/english-stage-6-prescriptions-2019-2023.pdf?MOD=AJPERES&CVID=

Breaking Down the Rubric

In order to understand the focus of this unit, it is essential that you know what is outlined in the rubric (above). In order to do this we will begin by highlighting and discussing key words and concepts contained in the rubric to enhance your understanding of the expectations of this unit. Remember that you will be assessed in relation to the terms of this rubric (this is where the short answer and essay questions come from) so it is imperative (meaning really, really important!) that you have a strong understanding of its meaning.

We will be commencing by reading, discussing and highlighting this document. You may wish to work on a printed copy of this document, or you can copy and paste it into your own document. I have already bolded some key words in the rubric above. Just what do they mean though? And how does NESA expect you to interpret them? Do you have any additional key words you think require a definition?

ACTIVITY 1: Copy the following table into your workbook or document and complete the definitions .

Once you have a glossary of vocab, you then need to look more closely at key terms from the rubric , to ensure you have a broad knowledge of key statements to assist your analysis of the prescribed texts, and also your related material.

ACTIVITY 2 : Copy and complete this table into your workbook or document.

Source: Art of Smart (web link: Art of Smart )

​PLEASE don't just go to the source of this activity to find the answers. You will find that your connection with these terms and their definitions is far more meaningful if you come up with them yourself. Remember, I could have just copied and pasted them here, or given you the URL and told you to have a look / copy & paste. Education/engagement is enhanced when you actually have to do the thinking yourself.

ACTIVITY 3 : Based on your new knowledge of the rubric, download and complete the following Document. The optional video below will assist you with unpacking the rubric.

ACTIVITY 4 : Answer the following questions.

a) Based on the module title, what do you believe will be the focus of the module?

b) What are human qualities and emotions?

c) What could the difference be between collective and individual human experiences?

d) How might a human experience lead to reflection?

e) What role does storytelling play in depicting human experiences?

f) How might a text allow you to better understand some of your own experiences?

g) How might texts allow you to see the world differently, challenge your assumptions and ignite new ideas?

ACTIVITY 5 : Create a table like the example table provided. In the left hand column, write all of the human qualities you can think of. In the right hand column, write all of the human emotions you can think of. Consider both positive and negative human qualities and emotions. You can use the video to help you.

ACTIVITY 6:

Write a 2-3 sentence summary of what you believe the rubric is asking you to do. Focus on the notion of skills and content.

Contribute your summary by adding a 'post-it-note' to this Padlet.

Select another student's post-it-note and add to their summary of the rubric.

Models of the Human Experience

Spies acronym.

To assist you with appropriately conceptuali sing the idea of The Human Experience in your writing and textual analysis, this venn diagram of the SPIES acronym (coined by Art of Smart) should help you explore the different dimensions of the Human Experience. Focusing on these five dimensions of experience should give you a broader focus through which to analyse your texts, while simultaneously giving direction to your discussion.

Plutchik’s Wheel of Emotions

Psychologist Robert Plutchik states that there are 8 basic hu man emotions: joy, trust, fear, surprise, sadness, anticipation, anger, and disgust. Plutchik’s wheel of emotions illustrates these 8 basic emotions and the various ways they relate to one another, including which ones are opposites and which ones can easily turn into another one. This framework helps bring clarity to emotions, which can sometimes feel mysterious and overwhelming.

Source: this information was taken from Six Seconds- the emotional intelligence network. (link below). This website also has a useful 'interpretation guide' https://www.6seconds.org/2017/04/27/plutchiks-model-of-emotions/

ACTIVITY 7 : Think of an experience you have had that provoked a strong or profound emotion. Write a short response that outlines the experience and use Plutchik's wheel to help you identify the emotion(s) it provoked at the time. How you feel about the experience now.

So what is a Human Experience anyway?

What type of things might be included under the heading of Human Experiences?

ACTIVITY 8 : To warm up we are going to create our own live word cloud . On your device, go to www.menti.com and use the code 5 215 2789 . Respond to the prompt "Name three human experiences". I will then display the word cloud and paste it on the Google Classroom for you to copy into your own documents.

ACTIVITY 9 : Now, create a Mindmap (either in your books or on a Coggle ) which explores the different types of Human Experiences that we could include in our study of this unit. Identify the Human experiences you identified as either an individual or collective experience.

ACTIVITY 10: Discuss some of the images (on the ri ght ) as a class. What do they suggest about the Human Experience?

Choose one of the images and explain, in your own words, the human experience that is being represented (you might use Plutchik’s wheel to help you). What do you think has happened for the individual to feel this way?

Perspectives on the Human Experience

ACTIVITY 11 : Read through the following quotes about Human Experiences. Choose FOUR quotes and explain in your own words what they mean.

Quote 1: The world sometimes feels like an insane asylum. You can decide whether you want to be an inmate or pick up your visitors badge. You can be in the world but not engage in the melodrama of it; you can become a spiritual being having a human experience thoroughly and fully. - Deepak Chopra

Quote 2: A lot of people in our industry haven't had very diverse experiences. So they don't have enough dots to connect, and they end up with very linear solutions without a broad perspective on the problem. The broader one's understanding of the human experience, the better design we will have. - Steve Jobs

Quote 3: A friend is an emotional bond, just like friendship is a human experience. - Simon Sinek

Quote 4: Everything' s borne out of human experience, of course - rejection, humiliation, poverty, whatever. People aren't born bad, no matter how harsh the circumstances. There is a person in there, and that person is not made of ice. - Aidan Gillen

Quote 5: A lot of people think they should be happy all the time. But the writer understands you need both. You need the whole piano: the richness of the whole human experience. Depression, suffering and anger are all part of being human. - Janet Fitch

Quote 6 : Power is at the root of the human experience. Our attitudes and beliefs--positive or negative--are all extensions of how we define and use power. - Caroline Myss

Quote 7 : The marvellous richness of human experience would lose something of rewarding joy if there were no limitations to overcome. The hilltop hour would not be half so wonderful if there were no dark valleys to traverse. - Helen Keller

ACTIVITY 12 : Find TWO short texts which explore the different aspects of Human Experience. For each text:

Identify the Human Experience explored .

Describe what the text suggests about that Human Experience.

The texts you choose could include songs, feature articles, short stories, poems, visual texts, multimodal texts, short films. Each text should explore a different element of the topic.

Other Useful Material

This video introduces the Common Module and gives you some ideas to get started.

A great infographic summarising the main points of the Common Module.

Matrix Education provides a thorough walkthrough of the Common Module.

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Ultimate Guide for How to Answer Common Module Unseen Questions

In this post, we give you the ultimate breakdown for acing the Common Module unseen questions for Texts and Human Experiences.

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Do you struggle with unseen texts?

Do you always run out of time in for comprehension questions?

Do you know what your responses are meant to look like?

In this post, we will show you how to prepare for and ace the HSC Common Module Paper 1 Short Response Questions.

What skills do I need to ace the Paper 1 unseen questions?

Section 1 of Paper 1 tests a few different things:

• Comprehension skills
• Textual analysis skills
• Knowledge of the Common Module: Texts and Human Experiences
• Ability to write clear and concise responses

Want to put your skills to the test?

You can download the paper with unseen texts and then we’ll send you sample responses along with marking criteria 24 hours later.

Comprehension Skills

You need to be able to quickly read questions and unseen texts to construct responses

You need to be able to quickly analyse unseen texts. It is not enough to be able to spot superficial techniques in a text. Matrix students learn how to analyse unseen texts for higher order techniques and understand how these are developing the themes and ideas in the texts.

To succeed in Paper 1, you need to be able to do a quick analysis and then connect this analysis to the concerns and ideas that you have studied in the Common Module.

If you need help getting on top of your textual analysis skills, you should read our Beginner’s Guide to Acing HSC English Part 1: How to Analyse Your English Texts for Evidence .

Knowledge of the Common Module: Texts and Human Experiences rubric

If you want to write insightful responses to the Paper 1 unseen questions, then you need to have a detailed knowledge and understanding of the Common Module: Texts and Human Experiences rubric.

If you are unsure of what the Module is about or want to get a detailed understanding of it, then you must read our Year 12 English Advanced Study Guide article .

Students are often unsure of what they need to do when writing a response to unseen sections. How much do you need to write? How little?

When answering short answer questions, clarity and concision are key.

In fact, more important than the length is the quality and concision of the writing. Matrix students learn how to produce erudite and insightful responses that clearly relate their ideas and answers to the questions with supporting evidence.

What’s the structure of the Common Module HSC Paper 1?

Let’s look at the structure of Paper 1:

English Advanced Paper 1 has two sections:

• short response questions
• long response or essay section

The short response questions will involve 3-4 unseen texts and a series of 4 or 5 questions. This section will be worth 20 marks.

You will have 10 minutes reading time and 45 minutes writing time to complete each section.

How long are the texts that I have to read for the unseen section?

That will depend.

In previous HSC Paper 1 exams, the length of the unseen texts has varied significantly. In some years, students have had no trouble reading all of the unseen texts, but in others, such as the 2018 HSC, students have struggled to complete the reading in the allocated time.

In the sample 2019 Paper 1 provided by NESA , for example, there are a pair of posters, a 30 line poem, a 536-word non-fiction piece, a 983-word non-fiction piece, and a longer extract from a fiction text.

The length of the unseen texts is a significant challenge that you must account for in your preparation and exam strategy. We’ll discuss the strategies Matrix students use later in this post.

These questions will total 20 marks, one question will require a miniature essay for a response. Students will need to allocate a little over 2 minutes per mark when responding to questions.

How do I study for the Common Module Paper 1 Exam?

As we discussed above, the skills you need are:

But how do you develop and hone these skills?

Practise and feedback!

English is not an innate skill.

Successful English skills are developed through a consistent reading, an ongoing study practice, and regular writing and feedback cycle.

If you want to be able to approach your next unseen paper with a swagger, you need to practice unseen sections before-hand and get feedback on your responses.

So, how do I practise analysing unseen texts?

You need to find short texts online and practice reading them and analysing against a timer.

A good process for doing this is to find texts that are similar in media, form, and length to previous HSC unseen texts and try to identify the main ideas and themes and a set number of examples within a few minutes.

This is actually quite a challenging task, especially the first few times that you try it.

To develop these skills try the following:

• Pick a text of the appropriate length and type
• Give yourself 10 minutes on a timer
• Set yourself a target of, say, 2 themes/ideas and 5 techniques to identify
• Analyse the text to the timer and underline notate the examples you find
• Check your answers
• Try it again on a similar timer, but with only 7.5 minutes on a timer
• Keep practising until you can comfortably analyse a text in 2-3 minutes.

How should I practise my short answer responses?

The skills you need to write a good short answer response are developed through practice and feedback.

Your peers who consistently get full marks for their unseen sections do so because they practise writing responses and get feedback on how to improve them and make them more concise and efficient. All conscientious English Advanced students should be scoring Band 6 for their unseen responses, if not full marks.

To practise your unseen responses, do the following:

• Get your hands on a practice paper. You can find past Area of Study: Discovery papers here on the NESA website or, even better, try your skills on our Matrix English Advanced Common Module Practice Paper 1 .
• Set yourself a timer for 65 minutes. Allow 15 minutes reading time and 50 minutes writing time.
• Attempt the paper.
• Mark your responses against the marking rubrics and exemplar responses provided or get feedback from your teacher or peers
• Find another practice paper and attempt that, working to a shorter time limit.

Want to ace English?

Book your free English Trial Lesson today. Join over 4500 students who already have a head start in English over their peers. Book your free trial lesson .

Structuring a short response answer

One of the most common questions that students have about short responses is how long their responses should be.

The length of your responses will vary depending on how many marks the question is worth and how much time you can allocate to it.

For example, a three mark question is only worth 7 minutes of your time. So, you’re only going to be able to produce about 100-200 words at most (people tend to average about 13-31 words per minute by hand) in that amount of time depending on your handwriting. You need to keep your writing legible, too. It’s no point bashing out an amazing 210-word response if nobody can read it. Your marks would be better off with something much shorter and more legible.

You want to aim for one example and explanation per mark on offer. For example, if you have a two mark question, provide two examples and analysis of those examples.

The extended short response question

The final question for the short response questions is usually worth between 6 and 7 marks and requires a miniature essay in response. The question can ask you to discuss one text or several.  It is important that you structure your response accordingly.

This means you need a brief introduction , a body paragraph or two, and a brief conclusion .

Your introduction needs to briefly introduce your chosen text(s) and their relevance to the question. Try to include terms or phrases from the Common Module rubric in your thesis, as this will directly address the module concerns. You should keep your introduction under two sentences.

Your body needs to expand on these ideas. It is important that you use topic sentences to introduce your ideas.

If you must discuss two texts, you need to choose between writing a divided (a paragraph on each text) or integrated response (discussing both texts in one paragraph). Whichever structure you choose, you need to present two or three examples from each text and discuss them in detail.

If the question asks you to contrast or compare the texts, you must discuss the texts in relation to each other.

This will usually entail discussing how one text represents an aspect of human experience or emotion more effectively than another. Ensure that you relate your examples to the question, don’t just list technique, example, and effect.

Finally, your conclusion must summarise the argument, relating it back to the question and Common Module. Make sure that you restate your thesis. Aim for at least one sentence, if not two.

Answering a short response question

To get a sense of what you should include in a short response answer, let’s consider one of the NESA sample questions from their mock 2019 paper .

Example B (6 marks) English Standard and English Advanced Compare how Text 2 and Text 3 explore the paradoxes in the human experience.

Text 2 can be found here  and Text 3 is in the NESA sample paper.

Analysing the texts

Before you can write your response, you need to analyse the texts. It is important to use the question to guide the focus of your analysis.

This question asks students to discuss the paradoxes in the human experience. This is a statement from the rubric. A paradox is a statement that seemingly contradicts itself. So our analysis of these texts needs to focus in on things that seem contradictory or logically unacceptable.

Analysing Text 2

Text 2, Vern Rustala’s “Looking in the Album,” is an ekphrastic poem. Ekphrasis is the representation of an image in prose or poetry. In this poem, the speaker describes several photographs and little aspects of each.

The poem explores how photographs can only capture a limited aspect of human experience, even though they trigger memories. The poem also discusses how photographs don’t capture all of the moments and are often carefully curated.

There are a couple of paradoxes present, here:

• Photographs capture moments of our lives and trigger authentic memories but are staged and falsified records
• Photographs don’t carry the records of our negative experiences of our lives. We often curate those out to give a “true account” of our lives.

Next, you need to find some examples that bear these paradoxes out. Because this is a 6 mark question and we have to compare two texts, we will look for two examples. One for each paradox. We will use the text’s form as our other example.

Analysing Text 3

In Text 3, Hillary McPhee explores the trouble she has in reconciling her profession as a historian with her love of her family’s stories and her grandmother’s ability to tell them.

This is an autobiographical text. It is a memoir that discusses her experience of mixing her personal and professional lives and the consequences of this.

This text discusses the conflict between wanting to know the truth about something and enjoying the romance of how it has been told.

There are a couple of paradoxes in this text as well:

• We can either know the truth about something or appreciate the romantic or mythic nature of it
• We can’t reconcile factual truths with family storytellers

Next, let’s look at some evidence. This time we’ll look at three examples, because this text’s paradoxes need a little more framing. McPhee opens with an extended metaphor that introduces the ideas:

Now we’ve got some evidence, we’re in a position to write a response.

Writing the response

Let’s look at the question again:

Example B (6 marks) English Standard and English Advanced “Compare how Text 2 and Text 3 explore the paradoxes in the human experience.”

So, this is a 6 mark question and requires us to compare the texts. This means that we need to use a miniature essay structure.

We then need to decide whether to use an integrated or divided response:

• An integrated response will allow us to be more efficient in our comparison.
• A divided response will be a little more straightforward for presenting our analysis but will require us to spend the second paragraph doing the comparison.

Your marks won’t be affected by your decision, only by the quality of your execution.

Our response will take the following structure:

Introduction : Two or three sentences outlining our response to the question and introducing the texts.

Body : An integrated response that analyses the texts and compares their representations of paradox in human experience across two paragraphs.

Conclusion : Two sentences that summarise your argument and connect it to the Module.

Okay, so what would this look like? Let’s look at the type of exemplary response a Matrix student would write.

Exemplar response

Both Hillary McPhee and Vern Rustala explore the paradoxes we find in our human experiences. Rustala’s poem, “Looking in the Album,” delves into the idiosyncrasies and paradoxes of how we curate and remember our lives. While McPhee’s biographical excerpt catalogues the paradoxes and ironies she wrestled with while trying to balance her professional self with her personal self.

Memory and the process of remembering are rich with emotional complexity and, yet, fraught with paradox. Rustala employs a free-verse poem with heavy enjambment to reflect the conflicts and paradoxes of how we catalogue and record our lives. The persona’s observation that “Here the formal times are surrendered / to the camera’s indifferent gaze” combines enjambment and personification to convey the paradox of how we remember our lives. While humans keep photographs to remember important occasions and feel nostalgia for them as it is an important part of our emotional experience, the speaker observes that we relinquish control over them to an external force – one that is insouciant about our experience or feelings. In contrast, McPhee’s biography focuses on her own experiences and evokes nostalgia in her extended metaphor that “her stories [came] like webs across the world… and her stories invaded our dreams.” As Rustala’s images are a contrived remembrance of the past, so are McPhee’s grandmother’s. Only, in contrast, McPhee ascribes these partially fictionalised accounts a positive value.

“Looking in the Album’s” speaker is troubled by how photographs alter our past and, potentially, our memories when they observe that “[w]e burned the negatives that we felt did not give a true / account and with others made this abridgement of our lives.” The pun on “negatives” conflates photographic images with the poor experiences, developing the metaphor that by destroying negatives we are trying to cleanse ourselves of negative experiences. We can find a paradox at the heart of the ironic notion of manipulating things we feel do not “give a true account” of our lives. Essentially, Rustala is suggesting that we wish to have a true record, but adulterate it to suit our feelings. McPhee struggles with a similar yet different reconciliation between the true and romanticised accounts of her Grandmother’s life. In each paragraph McPhee explores the historical facts and contrasts them to her Grandmother’s accounts, instilling doubt into the veracity of her accounts with the truncated statements “[o]r so she said.” and “[o]r so the story goes …” These caveats frame the paradox she faces: she can’t be a nostalgic granddaughter and a historian at the same time. Pursuing truth comes at the expense of nostalgia. She makes this clear when she ironically observes that “[t]he historian at the back of my brain says I should discover what is true and what is false” while “[t]he rest of me… still sees… the shapes and shadows of other places she made my own.” The contrast between these two sides of her life highlights the emotional paradoxes that can affect our lives as we try to balance professional success with emotional fulfilment and happiness, nostalgia and fact.

Human experience is emotionally complex as we try to hold onto our past while struggling with the acceptable shape it must take. The differences between McPhee’s and Ruslata’s texts highlight this struggle – pointing to how sometimes our emotional security requires us to see things as they actually happened while at others we must shroud events in myth.

Sitting the Exam

Now let’s look at some Dos and Don’ts for the unseen section of Paper 1.

Time Management

Planning your time for Paper 1 is essential. You have 1 hour 40 minutes to complete the section. That breaks down to 45 minutes per section and 10 minutes reading time.

Do read the questions first.

Then read them again. To be efficient and accurate you need to read the unseen texts with the questions in mind.

Don’t just read the texts, analyse them.

As you read look for evidence that will help you answer the questions. The questions usually ask you to address specific ideas in each text. This is done to guide you to the examples you need to collect.

Do use your maths skills to calculate how much time to allocate to answering each question.

Each mark is worth 2.25 minutes of your time. This means that for a 2 mark question you don’t want to spend more than 5 minutes answering it. By this rationale, you want to be spending about 15-16 minutes on a miniature essay worth seven marks. If you don’t finish the question in the allotted time, cut your losses and start the next one.

Don’t answer the questions in order.

Make sure you analyse the texts based on the question, so you gather evidence for all of them. But don’t begin on the lower mark questions. Get the questions worth more in the bag, first.

Do respond to the question worth the most marks, first.

Be strategic and guarantee yourself the most marks that you can. Starting with the 6 or 7 mark question guarantees you a share of those marks. If you do run out of time before finishing one or two questions from the section, it is better that those questions are only worth one or two marks rather than a third of the paper!

Analysing the Texts

Analysing texts on the fly is hard. You will need to practice this skill and ensure you are familiar with a wide range of literary and visual devices. If you need to brush up on them, we explain a comprehensive set of devices and techniques in our Essential Guide to English Techniques .

Don’t rush the reading of the unseen texts during the reading time.

Reading the questions will guide you as to how the text should be read and analysed. The questions will ask you to discuss how a composer represents a specific idea from the syllabus rubric. You want to identify that idea in the text, and note how they represent it.

Do try to identify multiple examples in each text. 

Collecting as much evidence as possible on your first reading will make that easier.  That way you have enough evidence to respond to several questions. You don’t have time to go back and do another reading.

Don’t get caught up in superficial analysis.

Techniques like alliteration and rhyme might have pleasing aesthetic qualities, but they are not as useful for representing concepts as metaphors or similes.

Do focus on higher order techniques.

Literary devices such as metaphor, motif, and irony over simple techniques such as alliteration. Your ability to spot higher order techniques will make analysing the texts far easier. Remember, you should practice on random short stories and poems you find on the internet.

Don’t ignore form and medium.

Your unseen texts will all have different forms. It is important that you take the time to think about how the composers’ choice of form influences meaning. Ask yourself, “what is the composer trying to achieve by utilising this form or medium?” You want to discuss this in your responses.

Answering the Questions

Do answer the questions clearly and concisely.

Ensure that you are answering the question asked. Before writing a response, reread the question to ensure that it will be a direct answer.

Don’t recount the text.

This will generally not constitute an answer to the question. Instead, respond as succinctly as possible to the question.

Do plan your responses according to their value.

As a rule, if the question is worth one mark, use at least one example and an explanation of its technique and effect. If the question is worth two marks, use at least two examples.

Don’t prioritise quantity over detail.

Remember, the markers are looking for detailed explanations of how an example represents an idea, not how many examples you can present. You need to respond to the ideas in the module. To do this effectively try to use terms and phrases from the Common Module rubric.

Written by Matrix English Team

© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.

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Select a different module, select a different course, common module - preparing for the personal response.

3 videos aimed at Advanced, Standard and Studies Each presentation explores a specific question and models how to unpack and thus respond to a question

Common module - section II - lifting your personal response

This session supports students to reflect on their personal response writing

Common module - unpacking the module statement

This resource will help students understand the key vocabulary associated with Texts and Human Experiences

English advanced - understanding paper one

This resource will introduce students to the layout of the examination for the Common module, Texts and Human Experiences.

English bites – human experience graphic organiser

This graphic organiser activity will support students’ analysis of their prescribed text.

How to develop your extended response

How to develop your extended response for the personal response in Texts and Human Experience.

Understanding types of questions - helping you prepare for the personal response

This resource is designed to support students and their understanding of the types of questions required within paper 1 section II

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• About Adverse Childhood Experiences
• Risk and Protective Factors
• Program: Essentials for Childhood: Preventing Adverse Childhood Experiences through Data to Action
• Adverse childhood experiences can have long-term impacts on health, opportunity and well-being.
• Adverse childhood experiences are common and some groups experience them more than others.

What are adverse childhood experiences?

Adverse childhood experiences, or ACEs, are potentially traumatic events that occur in childhood (0-17 years). Examples include: 1

• Experiencing violence, abuse, or neglect.
• Witnessing violence in the home or community.
• Having a family member attempt or die by suicide.

Also included are aspects of the child’s environment that can undermine their sense of safety, stability, and bonding. Examples can include growing up in a household with: 1

• Substance use problems.
• Mental health problems.
• Instability due to parental separation.
• Instability due to household members being in jail or prison.

The examples above are not a complete list of adverse experiences. Many other traumatic experiences could impact health and well-being. This can include not having enough food to eat, experiencing homelessness or unstable housing, or experiencing discrimination. 2 3 4 5 6

Quick facts and stats

ACEs are common. About 64% of adults in the United States reported they had experienced at least one type of ACE before age 18. Nearly one in six (17.3%) adults reported they had experienced four or more types of ACEs. 7

Preventing ACEs could potentially reduce many health conditions. Estimates show up to 1.9 million heart disease cases and 21 million depression cases potentially could have been avoided by preventing ACEs. 1

Some people are at greater risk of experiencing one or more ACEs than others. While all children are at risk of ACEs, numerous studies show inequities in such experiences. These inequalities are linked to the historical, social, and economic environments in which some families live. 5 6 ACEs were highest among females, non-Hispanic American Indian or Alaska Native adults, and adults who are unemployed or unable to work. 7

ACEs are costly. ACEs-related health consequences cost an estimated economic burden of $748 billion annually in Bermuda, Canada, and the United States. 8

ACEs can have lasting effects on health and well-being in childhood and life opportunities well into adulthood. 9 Life opportunities include things like education and job potential. These experiences can increase the risks of injury, sexually transmitted infections, and involvement in sex trafficking. They can also increase risks for maternal and child health problems including teen pregnancy, pregnancy complications, and fetal death. Also included are a range of chronic diseases and leading causes of death, such as cancer, diabetes, heart disease, and suicide. 1 10 11 12 13 14 15 16 17

ACEs and associated social determinants of health, such as living in under-resourced or racially segregated neighborhoods, can cause toxic stress. Toxic stress, or extended or prolonged stress, from ACEs can negatively affect children’s brain development, immune systems, and stress-response systems. These changes can affect children’s attention, decision-making, and learning. 18

Children growing up with toxic stress may have difficulty forming healthy and stable relationships. They may also have unstable work histories as adults and struggle with finances, jobs, and depression throughout life. 18 These effects can also be passed on to their own children. 19 20 21 Some children may face further exposure to toxic stress from historical and ongoing traumas. These historical and ongoing traumas refer to experiences of racial discrimination or the impacts of poverty resulting from limited educational and economic opportunities. 1 6

Adverse childhood experiences can be prevented. Certain factors may increase or decrease the risk of experiencing adverse childhood experiences.

Preventing adverse childhood experiences requires understanding and addressing the factors that put people at risk for or protect them from violence.

Creating safe, stable, nurturing relationships and environments for all children can prevent ACEs and help all children reach their full potential. We all have a role to play.

• Merrick MT, Ford DC, Ports KA, et al. Vital Signs: Estimated Proportion of Adult Health Problems Attributable to Adverse Childhood Experiences and Implications for Prevention — 25 States, 2015–2017. MMWR Morb Mortal Wkly Rep 2019;68:999-1005. DOI: http://dx.doi.org/10.15585/mmwr.mm6844e1 .
• Cain KS, Meyer SC, Cummer E, Patel KK, Casacchia NJ, Montez K, Palakshappa D, Brown CL. Association of Food Insecurity with Mental Health Outcomes in Parents and Children. Science Direct. 2022; 22:7; 1105-1114. DOI: https://doi.org/10.1016/j.acap.2022.04.010 .
• Smith-Grant J, Kilmer G, Brener N, Robin L, Underwood M. Risk Behaviors and Experiences Among Youth Experiencing Homelessness—Youth Risk Behavior Survey, 23 U.S. States and 11 Local School Districts. Journal of Community Health. 2022; 47: 324-333.
• Experiencing discrimination: Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health | Annual Review of Public Health https://doi.org/10.1146/annurev-publhealth-090419-101940 .
• Sedlak A, Mettenburg J, Basena M, et al. Fourth national incidence study of child abuse and neglect (NIS-4): Report to Congress. Executive Summary. Washington, DC: U.S. Department of Health an Human Services, Administration for Children and Families.; 2010.
• Font S, Maguire-Jack K. Pathways from childhood abuse and other adversities to adult health risks: The role of adult socioeconomic conditions. Child Abuse Negl. 2016;51:390-399.
• Swedo EA, Aslam MV, Dahlberg LL, et al. Prevalence of Adverse Childhood Experiences Among U.S. Adults — Behavioral Risk Factor Surveillance System, 2011–2020. MMWR Morb Mortal Wkly Rep 2023;72:707–715. DOI: http://dx.doi.org/10.15585/mmwr.mm7226a2 .
• Bellis, MA, et al. Life Course Health Consequences and Associated Annual Costs of Adverse Childhood Experiences Across Europe and North America: A Systematic Review and Meta-Analysis. Lancet Public Health 2019.
• Adverse Childhood Experiences During the COVID-19 Pandemic and Associations with Poor Mental Health and Suicidal Behaviors Among High School Students — Adolescent Behaviors and Experiences Survey, United States, January–June 2021 | MMWR
• Hillis SD, Anda RF, Dube SR, Felitti VJ, Marchbanks PA, Marks JS. The association between adverse childhood experiences and adolescent pregnancy, long-term psychosocial consequences, and fetal death. Pediatrics. 2004 Feb;113(2):320-7.
• Miller ES, Fleming O, Ekpe EE, Grobman WA, Heard-Garris N. Association Between Adverse Childhood Experiences and Adverse Pregnancy Outcomes. Obstetrics & Gynecology . 2021;138(5):770-776. https://doi.org/10.1097/AOG.0000000000004570 .
• Sulaiman S, Premji SS, Tavangar F, et al. Total Adverse Childhood Experiences and Preterm Birth: A Systematic Review. Matern Child Health J . 2021;25(10):1581-1594. https://doi.org/10.1007/s10995-021-03176-6 .
• Ciciolla L, Shreffler KM, Tiemeyer S. Maternal Childhood Adversity as a Risk for Perinatal Complications and NICU Hospitalization. Journal of Pediatric Psychology . 2021;46(7):801-813. https://doi.org/10.1093/jpepsy/jsab027 .
• Mersky JP, Lee CP. Adverse childhood experiences and poor birth outcomes in a diverse, low-income sample. BMC pregnancy and childbirth. 2019;19(1). https://doi.org/10.1186/s12884-019-2560-8 .
• Reid JA, Baglivio MT, Piquero AR, Greenwald MA, Epps N. No youth left behind to human trafficking: Exploring profiles of risk. American journal of orthopsychiatry. 2019;89(6):704.
• Diamond-Welch B, Kosloski AE. Adverse childhood experiences and propensity to participate in the commercialized sex market. Child Abuse & Neglect. 2020 Jun 1;104:104468.
• Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, & Section on Developmental and Behavioral Pediatrics (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/peds.2011-2663
• Narayan AJ, Kalstabakken AW, Labella MH, Nerenberg LS, Monn AR, Masten AS. Intergenerational continuity of adverse childhood experiences in homeless families: unpacking exposure to maltreatment versus family dysfunction. Am J Orthopsych. 2017;87(1):3. https://doi.org/10.1037/ort0000133 .
• Schofield TJ, Donnellan MB, Merrick MT, Ports KA, Klevens J, Leeb R. Intergenerational continuity in adverse childhood experiences and rural community environments. Am J Public Health. 2018;108(9):1148-1152. https://doi.org/10.2105/AJPH.2018.304598 .
• Schofield TJ, Lee RD, Merrick MT. Safe, stable, nurturing relationships as a moderator of intergenerational continuity of child maltreatment: a meta-analysis. J Adolesc Health. 2013;53(4 Suppl):S32-38. https://doi.org/10.1016/j.jadohealth.2013.05.004 .

Adverse Childhood Experiences (ACEs)

ACEs can have a tremendous impact on lifelong health and opportunity. CDC works to understand ACEs and prevent them.