VCE English Kristina Bonfiglio et al. Tuesday, 25 September 2012
Jan 02, 2016
VCE English Kristina Bonfiglio et al.
Tuesday, 25 September 2012
SWOT 2012 VCE English
Page 2 of 27
CONTENTS Lecture 1 – Pavitra Raja Language Analysis Page 3 Lecture 2 – Kristina Bonfiglio Text Response Page 18 Lecture 3 – Vellyna Sumarno Writing in Context Page 24
SWOT 2012 VCE English
Page 3 of 27
Area of Study 1: Language Analysis
Analysis of Language Use (Using Language to Persuade)
The task The Language Analysis task in the end-of-year English Exam is unlike any other part of the
exam. Your first encounter with the text you will be analysing will be when you sit down and
read it in the actual exam, and it will be at that same time when you begin to map out exactly
how you plan to structure your analysis. As is the case with the other two sections of the
exam, Language Analysis does not provide students with the opportunity to memorise
responses and re-write them in the exam. Yet year after year, a small number continue to
produce stunning pieces of work that have very little to do with the text that they are to
analyse.
Your ability to do well in this task is solely dependent on your ability to not only recognise
language and visual devices, but to look at the way that language and visual devices are
used to persuade the reader of the author’s view and overall contention. Successful
responses do this well by integrating them smoothly into each paragraph and relate them to
the overarching themes, purpose and contentions of the text.
In this document, we will develop a checklist of ideas and concepts that you can use to help
you perfect your Language Analysis prowess during your final weeks of preparation.
Essay structure / word count It is important to recognise that there is no definitive one answer as to the way that your
language analysis should be set out, the number of words you should be writing, the number
of quotations and the number of devices you should be analysing. This is partly due to the fact
that you only have access to the text at the time you are about complete the task itself. It is
important that your language analysis essay is / has:
- A strong Introduction and Conclusion that elicits the wider concerns of the article on
society and us as readers (see below for further information)
- Using clear topic sentences that introduce a key idea or concept in each paragraph
- Quotations that have been integrated smoothly into sentences – don’t ‘quotation
dump’ (dumping chunks of quotations at the end of sentences)
- Clear, concise and straight to the point (reduce waffle and save words)
- Integrated the visual (if there is one) smoothly into the overall body of the essay.
Preferably this should occur at the same time as discussing the article itself.
- Between 800-1200 words (more is ok, but focus on quality, rather than quantity)
Introductions and Conclusions Your introduction and conclusion are very important aspects of your Language Analysis.
Your Introduction frames the important aspects of the Language Analysis and helps to
provide essential information to the examiner as to how well you understood the article. There
are a number of ways in which you can write your introduction, but aim to include:
- The Form of the piece – a newspaper article, journal entry, newspaper editorial,
keynote presentation, opinion article, webpage, an excerpt from a person’s blog, etc.
- The Author of the piece – who wrote the piece? Who took / created the image?
When either of these details is unknown (this rarely happens, so look carefully!)
mention this in the introduction.
- The Contention of the piece – what is the Author trying to say? What is he/she
arguing for/against?
SWOT 2012 VCE English
Page 4 of 27
- The Audience of the piece – who is the Author targeting in the text itself? Who are
the typical audience of the form of the piece?
- The Purpose of the piece – what is the Author attempting to achieve? What does the
Author want us to take away from reading the piece?
Note that Contention and Purpose are different things. Contention refers to the Author’s
argument. Purpose refers to the Author’s aims in writing the piece.
Example Introduction Voxi’s internet blog entitled ‘Keyed In’ highlights the importance of technology and its increasing
impact on society’s future progression. Whilst targeting those who live in the ‘boundaries of darkness
and ignorance’; who she later refers to as ‘losers’, Voxi inherently suggests that their hesitance
inhibits society’s move towards a ‘faster and more efficient’ future.
Your Conclusion is your opportunity to bring everything that you have talked about over the
course of the essay together and make a clear and concise statement about the text itself. You
may wish to relate the language devices used back to the real world situation that the text is
based on to emphasise a point you are trying to make. Don’t judge the effectiveness of the
language devices and their ability to support and reinforce the author’s contention and
purpose. Don’t introduce new material.
Example Conclusion Voxi’s blog entry highlights the role that technology has in everyday life. Rather than impedance, Voxi
stresses the importance of acceptance in order that further progression can be made. Whilst older
generations may express concerns in regards to their privacy and the advancement of artificial
intelligence, Voxi ultimately suggests that it is these individuals who inhibit future progress. For Voxi,
the allure of experiencing the future ‘now’ is one that should be enticing to the progression of the
individual. Those who remain concerned are those she believes deserve to remain isolated from the
new ‘22nd
century of optimism’ that fast approaches.
Paragraph Structure Each paragraph should focus on three central things:
1) The identification of the language device (you can name it);
2) The provision of examples of the language device (in quotation form or, if it is the
visual, a short description will suffice); and,
3) An explanation as to the effect of that language device on the reader. When we
talk about the effect of a language device, what we mean is the way that the
reader may be persuaded towards a particular perspective or point of view. For example, the use of Inclusive Language persuades the reader to either assert that
they have the same opinion as the author, and that the author appears to elicit it as the
‘right’ opinion, and / or that their opinion is the same as others, and as such, appeals
to our desire to feel belonging with others. Contrastingly, it can be said that the use of
Inclusive Language has the power to exclude those who don’t agree with a particular
idea or concept, and may make them feel inferior or that their opinion is simply
‘wrong’.
SWOT 2012 VCE English
Page 5 of 27
Language Device
Examples of Language
Device from text
Explanation of effect of the
language device on the reader
Don’t make assumptions about the effect a language device can have on a reader. Even if the
idea appears extremely obvious to you, it is your job to ensure that you convey that same
obviousness to your assessor. Getting into a habit of explaining each of the language devices
used and their intended effects on the reader helps to ensure clarity and consistency in your
writing from the very beginning.
Language Devices The following is a list of Language Devices that you may encounter in the process of reading
and writing your language analysis. The table is split into three columns – the name of the
device, a definition of the device and a column for you to add potential effects on the reader.
This is an extremely worthwhile activity to complete and will help you to cement your
knowledge of language devices in time for your exam. After you have completed it, make a
photocopy of it and pin it up somewhere that you can read it regularly.
REMEMBER: It is NOT enough to simply state the Language Device and provide
examples from the text. You must be able to explain the effect the Language Device has
on the reader.
Language Device Definition Effects of the device on the
Reader
Alienation A process of isolation and
separation from others,
sometimes those who are of
differing opinion or belief to
you
Alliteration The use of the same
consonant (or vowel) at the
beginning of each word
Analogy The similarity between two
objects or things that share
similar characteristics
Anecdote A personal story or sharing of
experience
Figure 1 - Typical Paragraph Structure for a Language Analysis Essay
SWOT 2012 VCE English
Page 6 of 27
Colloquialisms Phrases that are typically used
in informal conversation, such
as ‘mate’, ‘cobber’, and
‘chief’.
Denigration The act of belittling someone
else; making them (and their
thoughts/opinions) appear
insignificant compared to
another, more acceptable
version
Emotive Language Language that conveys the
author’s feelings
Expert Opinion / Evidence Information provided by a
reputable, often scholarly
source.
Hyperbole (Exaggeration) To make something larger,
more important or of greater
value than is true
Inclusive Language Language that positions the
reader in agreement with the
Author
Metaphor A figure of speech where a word or
phrase is applied to something that it
is not directly related to. (i.e.
Something is something else)
e.g. He is a lion in battle.
Onomatopoeia Words that imitate a sound of
a noise or action, such as
BANG! BOOM! Quack,
Moooo, Woof!
Repetition One word (or pairs of words,
or phrases) consecutively
used more than once
Rhetoric and Rhetorical
Questions
Speech or questions that have
an answer already implied
Sarcasm Any language used to show
irony or mocking of an idea,
person or abstract concept
Satire The use of ridicule, irony for
the purpose of discussing a
topical issue in a negative
way
Simile A figure of speech that
recognises a resemblance of
one object with another.
Unlike Metaphor, sentences
with Similes in them often use
in discourse such as ‘I’m as
tired as an old man’ ‘Hungry
as an elephant’ ‘As cute as a
button’
Sophisticated Language Language that reflects an
understanding of the
complexity of the topic being
discussed
SWOT 2012 VCE English
Page 7 of 27
evokes creates suggests implies reflects
explores contrasts illustrates endorses reinforces condones elicits questions challenges condemns
subverts conveys intensifies undermines affirms
Statistics Information that is based on
gathered facts that is legally
usable because it has been
obtained through ethical
means
Tone The overall mood/feeling of
the piece and the way that
language is reflected as a
result of this
Urgency Something that requires
speedy and sometimes
immediate action
Developing an Analytical Vocabulary Developing an analytical vocabulary simply refers to your ability to express the relationship
between the language device and its effect on the target audience simply and effectively,
whilst maintaining a high standard response. The following words will help you to describe
what the author is doing when he/she uses a specific technique in the text.
(Sourced from: Beardwood R., (2006) Literature for Senior Students, Insight Publications, Australia, p. 104)
Don’t just use these words. Look them up in your dictionary and learn them so that they
become a normal part of your work. By doing so, you are giving yourself new and more
meaningful ways of explaining complex concepts and ideas, without losing the intricacy of
their original meaning.
Analysis of the Visual Whilst we can never be certain as to what this year’s exam will hold in terms of the content of
the texts, it is important to recognise that the Visual will almost always appear in some form,
whether it be a small clip art graphic, a photograph or cartoon from a newspaper opinion
piece.
Examiners in the 2010 Examination Report stated that our understanding of how the visual
works to further the contention and purpose of the article was of a good level, but can be
improved, specifically in one way. (VCAA, 2011, p.9)
By integrating what the visual is evoking into several other paragraphs, rather than making
one separately for the visual alone, your immediate understanding of the complexity of the
relationship between the two components rises significantly. It is important to recognise that
the visual can be interpreted in more than one way, and as you are talking about various
language devices, it is always possible to include ‘tag along lines’ such as:‘The accompanying
graphic further reinforces Budd’s concern for the situation on the African Horn’. (Then go
onto explain further about the graphic.)
SWOT 2012 VCE English
Page 8 of 27
However, if you feel more comfortable in having the graphic as its own paragraph, try
relating it back to the author of the other text’s contention and purpose. The following is an
example of part of a successful response from the 2010 Examiners Report:
The image summarizing the presentation enhances the ideal of humanities’ responsibility and
impact upon biodiversity through depicting the globe resting in our hands. This image creates
the sensation that we control the well-being and future of the world inspiring an
overwhelming sense of responsibility.
(VCAA, 2011, p.9)
As a general rule, consider the following when discussing the graphic:
Form What is the graphic’s form? Is it a photograph, cartoon, clip art or drawing?
Make sure that you mention this in your response.
Author Who drew / photographed / made the graphic? In cartoons, this may be found
in the bottom left-hand corner or the right-hand corner. In photographs,
especially those taken and used by the author of the article, will state
something similar to ‘Source: Jo Dinkum Photography, 2010’. In this
situation, Jo Dinkum Photography is the author. State this in your piece, or if
the information is not there, state that the creator / photographer is unknown.
Contention What is the author / creator / photographer trying to say? What is he / she
arguing for / against? Most importantly, is what the author argue for /
against the same as the contention of the author? If so, how? How does
the information we receive from the graphic build on the existing
argument of the author of the article? If you can, try to find points that are
similar in both the article and in the graphic, or that are different in both the
article and graphic and comment about these and the effect that it has on the
reader.
Audience Is there a specific audience that the author / creator / photographer trying to
reach with this graphic? Is it the same as the article’s target audience? Does
the graphic somehow align the audience with the article’s audience? Or does
it polarise1 it?
Purpose What is the author / creator / photographer trying to achieve? What is the
message that he / she wants the audience to take away from this graphic?
An Example of a Graphic Analysis
1 Polarise – force the audience to move against what the author of the article is arguing for.
SWOT 2012 VCE English
Page 9 of 27
In his cartoon, Knight argues that despite the election of a new Minister of Transport in
Martin Pakula, the public transport system is heading into chaos. The train is heading
towards a dark and looming tunnel, which literally emphasises the dark and unknown times
that the system is about to head into. The bleak humour of this image draws the reader in; at
the same time, the bleakness of the image disaffirms their confidence in the public transport
system.. The skeletons and the faceless eyes suggest that problems, just like the floating
skeleton in the foreground, are going to haunt the Pakula and his portfolio, evoking a sense of
apprehension within the reader as to the state of the public transport system. This is further
affirmed with the tunnel increasingly looking like a horror roller coaster ride how, complete
with a skeleton holding a machete. Pakula is drawn as looking very distressed, highlighting
that even the head of the entire sector – who is presumed to promote and successfully fix
problems within the public transportation system such as myki - has qualms about it. It raises
alarm and also generates anxiety within the reader. Furthermore, Pakula sarcastically
describes his new role as a “wonderful promotion”, implying that it is a difficult position that
is riddled with problems, which gives further implications that the public transport sector is
in anarchy – worrying the reader and raising their doubts over the reliability of the system.
Finally, the little pig in the bottom left hand corner suggests to Pakula that he “fasten (his)
seatbelt” – indicating that the “ride” as transport minister is riddled with problems. By
extension, it anticipates the reader? of the problems within the sector and evokes dread and
anxiety of the public transport system.
The Do’s and Don’ts of Language Analysis Do’s Don’ts
Consider how the text is using the language
device (often in combination with others) to
move towards the author’s central purpose and
contention.
Don’t rote learn responses for when you come
across a language device in the exam.
Read the whole article and look for links or
central ideas that can later be grouped
together to form paragraphs in your language
analysis.
Don’t go through the article sentence-by-
sentence. There isn’t enough time, so it is
essential that you look for:
- repetitive use of specific language devices, or
- similar language devices that can be grouped
together in paragraphs.
For example:
- Inclusive language, emotive language,
alliteration / colloquialisms
- Expert opinion, anecdotal evidence, metaphor,
imagery
- Sarcasm, Hyperbole, Rhetoric, Satire
Develop an analytical vocabulary that
reinforces your understanding of the key
devices that are being used
Don’t state each language device as they appear
in the text. For example:
The author used exaggeration to show that the
point he was trying to make was important. He
then uses sarcasm to show that his opinion should
be taken as being absolutely obvious to all.
Instead, integrate your language devices with
quotations and refer this back to the effect that
this has on the reader / audience. For example:
The use of inclusive language ‘our’ and ‘we’ not
only make the audience accountable for the
problem, but the effects that it has had on ‘our
SWOT 2012 VCE English
Page 10 of 27
streets and waterways’ and its ability to ‘destroy
sea life.’ Read the background information before and after
you have read the text that you are to analyse.
The background information provides important
insights on many aspects of the text itself. Often, the
background information will tell you:
- Something about the author
- The type of text it is. Remember that this may not
be explicit, but may say something similar to ‘this
article appeared in The Age in 2009...’ or ‘the
following is a summary of a lecture presented to ...’
In both of these cases, the type of text becomes clear
– a newspaper article, and a presentation,
respectively.
- Where the article appeared (the date)
- Background information about the content of the
article
- An explanation of any key themes or ideas that
may otherwise be unclear
Don’t skim over it and forget about it when your
reading time is over. You may find it difficult to
write on the text, especially when the context is
not immediately clear to you.
The background information is free information
– use it to your advantage.
Remember to make insightful and valuable
comments about the visual / image that comes
with the text.
Link these comments back to the written text
and explore the connection between the two
and how the two relate to one another and add to
the existing persuasiveness of the text.
Don’t mention the visual ‘in passing’. It is put
there for a purpose – spend some time considering
why and its effect on the reader.
Check and re-check your spelling and
grammar, preferably as-you-go. Remember,
this is an English Exam – you will be penalised
for sloppy English.
Don’t use the ampersand (&) or + instead of and.
Don’t use / in replace of or
Don’t abbreviate words unless they have already
been mentioned in full followed by the
abbreviation in brackets
e.g. United States of America (USA)
Bring in a dictionary. You may not ever use it,
but it is there for you should you need to check
the meaning (or spelling) of a word.
Don’t copy definitions from your dictionary into
your work. Your dictionary is a tool that you can
use to help make your own definitions of words
and complex phrases.
Examiners want to see what you know, not what
your dictionary knows.
Use a blue or black pen.
Whilst it’s not compulsory, you may wish to
double space your work. This makes it very
easy to correct, and also leaves room for you to
change your own work if you make a mistake.
Avoid pencil as it smudges and your work
becomes unreadable.
Whilst handwriting is not assessed, it must be
legible in order for it to be marked. Examiners
spend huge amounts of time marking papers; it
simply is not possible for them to spend a lot of
time decoding the smudge.
Keep to the allocated 1 hour. Going overtime
means that your ability to complete the other two
aspects of the task is severely diminished, and
likewise if you do the other tasks first.
It is important not to disadvantage yourself by not
giving yourself every opportunity to do as well as
you can in this exam.
Don’t spend more than 5-10 additional minutes on
the task. Any more time begins to eat away at the
time you have for your other tasks to be
completed.
Likewise, don’t finish early and go to the next
section (or worse, leave the exam altogether). If
you feel you have done everything you can
possibly do, go through your spelling and
SWOT 2012 VCE English
Page 11 of 27
Whilst not being the sole solution, keeping to the
time limit is an important step in your
achievement.
grammar. It is well heard of that people who are
under pressure will often make small mistakes
that can easily be fixed at the end.
Read the text in your 15mins allocated reading
time, and begin to make ‘mental notes’ as to what
language devices you can see, and the way that
they affect the reader.
Don’t waste your reading time – it is your
opportunity to brainstorm ideas, and calm and
prepare yourself into writing the exam.
The Assessment Criteria
The following is the assessment criteria used to mark your Language Analysis. We will go
through this as a group in the Lecture, and finish it off in your Tutorial.
Score Range Qualities for the Mark
Range
This means that...
9-10 Shows a perceptive and
sophisticated understanding of a
range of ways in which the
written and visual language
positions readers in the context
presented.
Develops a cogent, controlled
and well-substantiated analysis
using precise and effective
language and expression.
8 Shows a highly developed
understanding of a range of ways
in which the written and visual
language
positions readers in the context
presented.
Develops a detailed,
substantiated and coherent
analysis using language and
expression fluently
and confidently.
7 Shows an understanding of how
the written and visual language
seeks to position readers, with
reference to the context
presented.
Achieves a planned and
supported response using
accurate language and clear
expression.
6 Shows some understanding of
how written and visual language
is used and some awareness of
the context presented.
Achieves a planned and
supported response, generally
using accurate language and
expression.
5 Shows some understanding of
how language is used and an
awareness of the context of the
written
and visual material presented.
Attempts a planned and
SWOT 2012 VCE English
Page 12 of 27
supported piece of writing using
adequate language and
expression.
4 Shows limited understanding of
how language is used and little
awareness of the context
presented.
Presents a piece of writing with
little organisation and basic
language and expression.
3 Shows limited knowledge of
how language is used in the
construction of written and
visual texts.
Demonstrates basic expression
and language control.
1-2 Shows very limited knowledge
of how language is used.
Demonstrates some expression
and language control.
0 Shows no understanding of the
requirements of the task.
2010 VCAA Exam Response – Section C
SWOT 2012 VCE English
Page 13 of 27
Ladies and Gentlemen, This is a year of vital significance to our world. In declaring 2010 to be the International Year
of Biodiversity, the United Nations stated: “It is a celebration of life on earth and of the value
of biodiversity in our lives. The world is invited to take action in 2010 to safeguard the
variety of life on earth: biodiversity”.
Has this been a year of celebration of life on earth? Has this, in fact, been a year of action?
Eight years ago – in April 2002 – many of our countries made a commitment to achieve a
significant reduction in the rate of biodiversity loss. Over the next two days we will be
reviewing our progress in this area. Honestly, how well have we done?
It is with great pleasure – though not without a tinge of sadness – that I address you on this
occasion and work with you to re-establish, indeed to strengthen, our goals for the next
decade.
One may justly ask: how far have we really come in our commitment to achieve a significant
reduction in the rate of biodiversity loss as a contribution to poverty alleviation and to ensure
the preservation of life on earth? For, perhaps idealistically, this is exactly what we set out to
do.
Sadly, over the last one hundred years, we have lost 35% of mangroves, 40% of forests and
50% of wetlands. Due to our own thoughtless human actions, species are being lost at a rate
that is estimated to be up to 100 times the natural rate of extinction. Of the IUCN
(International Union for Conservation of Nature) Red List of 44 837 species assessed, 38%
are today threatened and 804 already extinct. It is too late for them.
In truth, for the first time since the dinosaurs disappeared, animals and plants are being driven
towards extinction faster than new species can evolve. We are in the grip of a species
extinction being driven by the destruction of natural habitats, hunting, the spread of alien
predators, disease and climate change. Reversing this negative trend is not only possible, but
essential to human wellbeing.
We know this. We are, in truth, the most educated generation of any to date. We have no
excuse for inaction. Clearly it is our lack of unity and lack of genuine commitment to action
that have led us to this grim situation.
SWOT 2012 VCE English
Page 14 of 27
For too long our approach has been haphazard. Wonderful words, glossy brochures, inspiring
documentaries are no substitute for real action. It is one thing to mouth platitudes in the
comfort of an air-conditioned and sumptuously catered conference hall and quite another to
produce concrete results. A zoo here, a national park there, faint promises at conferences such
as ours, a talk-fest of targets. What have WE – what have YOU and YOUR country – actually
done since 2002 to contribute to the achievement of our goals?
There is no need to remind you why biological diversity is so important. As we all well know,
our failure to conserve and use biological diversity in a sustainable manner is resulting in
environmental degradation, new and more rampant illnesses, deepening poverty and a
continuing pattern of inequitable and untenable growth on a global scale. Healthy ecosystems
are vital to regulating the global climate. Poor rural communities depend on biodiversity for
health and nutrition, for crop development, and as a safety net when faced with climate
variability and natural disasters. Indeed, the poor are particularly vulnerable because they are
directly dependent on biodiversity for their very survival, yet they are not in a position to do
anything about it.
Species diversity affects the quantity and quality of human food supply. Biodiversity loss
undermines the food security, nutrition and health of the rural poor and even increases their
vulnerability. More than 1.1 billion people remain in extreme poverty and, while the
wellbeing of all people is dependent on ecosystem services, it is the dependence of the poor
on these services which is most crucial. Poverty eradication is crucial to a global action plan,
yet the needs of the poor are often subordinated to the interests of us, the powerful economic
giants. It is time we stopped kidding ourselves that the epidemic of affluenza is having little
effect upon fragile ecosystems across our planet. We affluent hunters and gatherers must hunt
less, gather less, conserve more and preserve more before it is too late!
Is any of this new information? Of course not! As leaders in the area of biodiversity, we know
what damage our lifestyle is doing to our world. The time for talk is over: now, truly, is the
time for serious action. We must reinforce this message to those in power: to the politicians,
to the corporate leaders, even to the everyday householder.
I leave you with the words of the ecologist Thomas Eisner: “Biodiversity is the greatest
treasure we have . . . Its diminishment is to be prevented at all costs”.
Thank you.
SWOT 2012 VCE English
Page 15 of 27
Mid-Level Response2
In 2010, a conference was held introducing International Biodiversity year, focusing on the
needs of biodiversity in the world today. Through this presentation, the writer uses many
language uses to get their point across to the audience. An informative and serious tone is
used throughout the presentation to help have an effect on readers.
When first drawn to this speech, readers are automatically driven to focus on the visual
images provided. One image has a globe sitting in someone’s hands. This would indicate to
readers what this speech is about and that the message that the image is giving is that the
world is in your hands. This would have a great affect on readers as they would feel
responsible and needed to help in the world. The quote by Thomas Eisner that is given under
the image is also significant. By referring to biodiversity as a ‘treasure’, readers are made to
think that biodiversity is rare, that it cannot be replaced and that it must be taken care of.
Readers would also be impacted that biodiversity’s diminishment is to be prevented at all
costs’, as it would appear that nothing should stand in the way, which highlights the
importance to readers. The other image given has a much lighter affect on readers. ‘2010’ is
imprinted with images to tell readers what makes up biodiversity. With these images printed
over ‘2010’, readers would presume that something to do with biodiversity is going to be
done over this year.
The tone of the writer is given in the first few words of their speech. By introducing the
speech with ‘ladies and gentlemen’. This gives a serious and professional tone to readers.
This serious and professional tone is used consistently throughout the speech, which confirms
and reassures readers of the seriousness of the topic, ‘vital significance to our world’. By
using the words ‘vital significance’ tells readers that this speech is important. Giving facts and
figures also tells readers the seriousness of the matter as when given facts, they can really
believe what is being said is true, instead of just listening to and opinion, ‘38% are today
threatened and 804 already extinct’. By finishing this figure with ‘it is too late for them’ tells
readers that something should have been done before now, but because nothing was done, and
the species could not help themselves, it is too late.’
By highlighting that a commitment was made to reduce the role of biodiversity loss ‘eight
years ago’, tells readers that over eight years nothing significant has been done. It also asks
readers to ask themselves, how long will it take until something is done? Because this issue
has been going on for so long, the writer uses a sarcastic tone in presuming that everyone
should know this by now, ‘Is any of this new information? Of course not!’ The writer’s
sarcasm is also shown answering his own question as though he knows what his audiences’
answer will be. This use of sarcasm is used again in this speech. This time it is used to
emphasise the stupidity of how the problem of biodiversity is being take,’ Wonderful words,
glossy brochures, inspiring documentaries are no substitute for real action’. This puts readers
into realisation that these things may inform people of the problems associated with
biodiversity, but it does not make them solve the issue.
The writer of this speech successfully connects with their audience as they often include them
in the issue by using words like ‘we’, ‘you’ and ‘our’. This is emphasised in the speech by
using capital letters, ‘what have WE – what YOU and Your country’. This helps readers feel
involved with this current issue and causes them to feel some responsibility.
This importance of biodiversity is assured throughout the article as the writer uses words like
‘critical’, ‘significance’ and ‘vital’. This assures readers of the importance of biodiversity in
the world. Another language use that is used many times through the speech is the use of
2 Responses taken from the 2010 VCAA Assessment Report, and has not been checked for Spelling and Grammatical Accuracy.
SWOT 2012 VCE English
Page 16 of 27
rhetorical questions. ‘Honestly, how well have we done?’ This causes readers to ask
themselves the question with an obvious answer. The use of the word ‘honestly’ is significant
as it tells readers to not just put in behind them or to think what everyone else thinks but to
really truthfully give an honest answer.
Through the many uses of language, tone and effectiveness on the reader, the writer
successfully convinces the audience of the seriousness and the desperate need of action on the
issue of biodiversity today. This also causes readers to wonder how long it will be until it
becomes to late for them.
Assessor Comments: Understanding of the context in which Lee’s presentation is made.
• Thorough exploration of the second visual with some thoughtful ideas.
• Shows the implications of language use (see paragraph 2 in particular).
• Quite general at times in relation to how language is being used and somewhat simplistic in
places in its understanding of the argument.
• Too formulaic in approach.
• Handles the tone and the shifting tone well.
• Uneven expression with a number of spelling and grammatical errors.
High-Level Response3
A speaker Chris Lee at the 2010 international Biodiversity Conference speaks with conviction
to his audience, attendees involved in the area of nature conservation, contending that action
must be taken to safeguard the variety of life, or, biodiversity. At times an accusatory and
disapproving tone is adopted, however alternates with an alarmist tone, the two
complementing each other and utilised to successfully persuade the speaker’s powerful and
influential audience to take action to preserve biodiversity. The use of a visual aid in the form
of a slide presentation assists the speaker, presenting the argument through a different
medium.
Lee begins by introducing his contention, an issue of ‘vital significance.’ Immediately, the
audience is drawn in by the warning carried in his words. This alarmist tone is further
continued, Lee speaking of what has been lost in the past tense, implying that the problem is
already here, and the effects are evident. ‘Sadly’, hundreds of species are ‘already extinct’ the
speaker taking on a more nostalgic tone full of longing for what has been lost. The
International Union for Conversation of Nature has assessed the ‘negative trend’ and
situation, the organisation adding credibility to Lee’s words and argument that more must be
done to safeguard biodiversity. The short, blunt statement, ‘It is too late for them,’ the extinct
species, once again raises alarm in the audience members, and also implies that it is perhaps
not too late for others – action can still be taken to project others.
The alarmist tone transforms into an attack on the audience, not in a vicious way so as not to
offend the audience, but instead urges them to want to take action. Lee contends that it is due
to ‘our thoughtless human actions’ that species are suffering, the ‘destruction of natural
habitats, hunting,’ and the list continues. As it is ‘our’ fault that biodiversity is diminishing ,
the speaker declares that it should be ‘us’ who reverse the trend, ‘We have no excuse for
inaction.’ The continued use of inclusive language engages the audience and the speaker
implies that it is their problem and they must right their wrong. Lee’s use of adjectives
‘wonderful’, ‘glossy’ and ‘inspiring’ all connote a glamorous, easy and passive method of
convincing others to take action, and this is strongly contrasted when followed by ‘real
action’. Here, the speaker accuses the conservationists and other influential people of not
3 Responses taken from the 2010 VCAA Assessment Report, and has not been checked for Spelling and Grammatical
Accuracy.
SWOT 2012 VCE English
Page 17 of 27
doing what they are supposed to do, opening their eyes to the reality of the situation. Lee
describes talk at the conference as ‘platitudes,’ this disapproving tone used to further
reprimand the audience, and Lee passes on guilt with the words, a strong motivator for action.
An appeal to social responsibility adds to Lee’s persuasive power. The audience are, as stated
by Lee, to blame for the ‘degradation’ of the environment, ‘rampant’ illnesses and
‘deepening’ poverty. These words, of high importance carry strong negative connotations and
aid him in affecting the audiences emotions. Lee alludes to the poor who are ‘particularly
vulnerable’ and ‘directly’ dependent on biodiversity, these particular choice of words calling
on the audience to take action, as even if they are not directly affected, others are, and cannot
survive without biodiversity. The number of people that live in poverty, ‘more than 1.1
billion’, is stated to further reinforce how many are suffering while the audience sit in an ‘air-
conditioned, sumptuously catered’ hall. This not only appeals to the audience’s social
responsibility, but also to their sense of justice and equality. The poor are ‘subordinated to the
interests of us.’ Lee argues, and once again the audience is inclined to feel guilt associated
with making others suffer as they prosper. As the ‘powerful economic giants,’ they have the
resources and the power to take the ‘real action’ that is necessary to ensure that the less
fortunate do not suffer as a result of diminishing biodiversity.
Lee converts to a colloquial tone, urging the audience to ‘stop kidding’ ourselves and when
coupled with ‘of course not!’, he implies the solution is obvious. ‘We know what damage’ we
are doing and the ‘time for talk is over,’ instead for ‘serious action.’ The alarming tone is
again utilised, and he implies that time is ‘now, truly’ running out. Lee ends with a final call
to action, and when paired with a visual, induces a strong effect. The image depicts the world
in ‘our’ hands, and he calls on the audience to reinforce and pass on the message to everyone.
The world, is in essence, relying on the conference attendees to care for it and ensure its
safety and ensure biodiversity, our ‘greatest treasure’ is not diminished ‘at all costs.’
The speech uses a range of different tones to appeal to the different emotions of the
conference audience. The addition of visuals allow the audience to ‘see’ the argument Lee is
presenting, and each slide complements his words. In doing so, the audience is able to be
persuaded of Lee’s conviction that the safeguarding of biodiversity is vital, and also
convinces the conference attendees to take action.
Assessor comments:
• A controlled piece of writing that is fluent and well structured.
• Analysis of specific language which is tied into the wider implications of the argument of
the speech.
• Perceptive and sophisticated in its exploration of how language is used to persuade.
• Clear understanding of the context of Lee’s presentation.
• Incorporates the visuals neatly and shows their role in the presentation of the ideas and point
of view.
• Clearly an upper-range script that is strong in all aspects.
SWOT 2012 VCE English
Page 18 of 27
Area of Study 2: Text Response
Stage One: Analysis
Setting down a solid foundation: The Text Itself
In the English exam, the examiner wishes to see whether you have understood the messages
and themes from your chosen text, your awareness of the author as having crafted the text,
and if you have been able to write a structured response to the topic.
This does not mean that you should memorise the text. It does, however, mean that you
should aim to have read the text from cover-to-cover several times. The first reading will
give you a chance to get a feel for the story and how it progresses, while the second reading
will allow you to hone in on common themes or other important details (note: don’t use the
word ‘theme’ in your essay). It also helps to re-read sections that are relevant to each other,
despite not being in sequence - it can help you understand the text as a whole, rather than just
a series of random events. Additionally, you may notice details that you overlooked the first
time.
It is important that you do not just retell the text. The examiner already knows the text very
thoroughly; simply writing what happens will not score you any marks, as it does not
demonstrate your understanding.
Reading the text alone is not enough to create a solid foundation for text responses, so write
down quotes, why they are important and what they demonstrate about the characters/ the
text. You may also wish to summarise the plots.
Remember: Plot summaries should focus on main events, turning points, crises and
resolutions.
Reading the Text
Regardless of what text you are doing, there are some things that are always important to
consider.
These areas include: -
Characters
Setting (this means where and when)
Themes
Structure (chronology, flash-backs)
Language style (repetition, symbols, images, tone)
The intention of the author
o This one can be a little tricky. Make sure that the author’s intention is clear, and
that you have solid evidence for this.
Quotes or examples that illustrate these things.
Characters:
An understanding of the characters in the text is essential for a thorough analysis. It is the
characters that give life to the text and the author uses them to convey messages and beliefs.
Authors usually illustrate their own ideas through the characters, whether they are social,
sexual, moral or political in nature.
You need to form a solid opinion on the main characters, based on evidence from the
text. This doesn’t mean that a character in a text cannot be an ambiguous or ambivalent one:
if they are, then you write about them with an awareness of their ambiguity.
SWOT 2012 VCE English
Page 19 of 27
Going into the exam with a clear idea of who the characters are will help you to answer any
question that comes your way.
What are the features of these characters?:
Role
Why is the character there? Are they the focus of the story? Even if they are a minor
character, they may assist in the development of other characters, or provide entertainment.
Weaknesses and Flaws
A character’s weaknesses often drive their actions, and are used by the author to humanise the
character or illustrate a point.
In some cases it will not be clear whether a characteristic is a strength or a weakness and you
will need to make your own mind up about it using evidence.
Strengths
What is admirable about the character? Are they, for example, able to withstand social
censure in spite of the promises offered to them by succumbing to it? Are they reformative in
their views in spite of condemnation? Are they honest? Work out what the characters
strengths are, and how they affect the characters life.
You also need to consider if these strengths develop over time or in response to events.
Development of the character
This is extremely important. Characters often change throughout the text and an
understanding of this will help with your ability to write on the text. These changes may be
negative or positive, or as a consequence of the events and influences surrounding them. For
some characters this will take the form of a sudden reshaping of their moral values such as
Terry from On the Waterfront and outlook on life, while for others this will be a gradual and
more subtle change.
It often helps to put the major changes (with appropriate quotes) on your time lines, so that
you can see that following a particular event the character develops.
Quick Checklist You should know:
Is there one central character in the text or several?
Were there any secondary characters that played a part in the maturity of the central
character? Minor characters may be more important than you first thought.
What are their defining traits? What makes them unique?
What influences does the character exert on the plot?
How do characters change?
Were there any specific events which played a role in changing the character?
Why do I feel more drawn to one character than to another? Do these characters serve a
special purpose?
What techniques does the author use to create a character like this?
Themes:
are the author’s main concern(s)
illuminate the human condition
emerge from the events that take place
can be enhanced by the physical setting
SWOT 2012 VCE English
Page 20 of 27
Remember: Themes are the big ideas that can be brought out from the text to the real world -
much like the moral of a fairytale. They might let you see what values the author sees as
being important.
For example:
Love and/or Desire, inappropriate love, unrequited love
Death and beliefs about death
Guilt and conscience
Justice
War, its futility
Awareness of the author:
Remember that in any text you read, it has been crafted by the author who creates the
characters, makes you feel a certain way about them and presents views on various themes.
Look at how the author has crafted your text. What do they affirm? Is it different from what
the characters purport? More on this later.
Evidence
For any essay you write, you need to provide evidence to support your point of view and
expand your ideas.
Do not make sweeping statements or arguments that you cannot support with evidence
from the text. Evidence is not your opinion- it is directly from the text.
Without evidence, your argument lacks substance and depth, and the examiners will notice
this. Using evidence is worth practicing because it can make a big difference to the quality of
your essay: as long as you can support your essay, the examiner cannot fault it.
Quotes:
You MUST know quotes.
You will need to memorise your quotes, although if you read the text enough times you may
just come to know them.
Do not go overboard on quotes. You don’t need long quotes or hundreds of quotes. Aim for a
couple of key quotes for each character and theme, as well as one or two that demonstrate the
effect of setting, good examples of stylistic devices and imagery.
How you use quotes is almost as important as knowing them.
- The quotes need to be relevant – they need to help your case. If you know a good
quote but it isn’t relevant DO NOT use it. It will just annoy the examiner.
- It is also important to integrate quotes into your response in a way that makes sense.
The quote should not be a sentence on its own- it should flow nicely into your
sentence.
Pick out quotes that tell you important things about the characters or events.
Events:
These are often overlooked, but they are as useful as quotes. A combination of quotes and
examples of events forms the best evidence. All the same rules apply to events as to quotes,
except that they are usually easier to remember!
For plays and films:
Don’t just quote the dialogue of a play - you can also quote stage directions etc.
You can also use things such as lighting, costumes and scenery to support your argument of
what the author/director is trying to achieve.
SWOT 2012 VCE English
Page 21 of 27
Stage Two: Writing the Text Response
WRITING TIME:
Write out a quick plan in your exam booklet – try not to go over 15 minutes. This plan will
consolidate all that you write in the exam and will ground you in an argument/s.
Your essay should have an introduction, at least 3 body paragraphs, and a conclusion.
Introduction
In the very first sentence, note the author and the title of the text. (eg: ‘In Shakespeare’s
Hamlet, …’)
Express your contention- what will you talk about?
o Sometimes a good approach to forming a contention is to not outright agree or
disagree, but argue both sides, but one more strongly. So you could agree with
part of the question, but not all of it, and then explain why.
Define any key terms if any- but be careful to integrate the definitions into your writing
(for example don’t just say “Love can be defined as…”)
Highlight your key points that you will be talking about in the following paragraphs
o A good way to do this is to have one sentence per body paragraph
Essentially, the introduction should state your aim, define any terms and lay out the plan
for the rest of the essay
Body paragraphs:
Each paragraph should present ONE KEY POINT to support your argument.
Try to position your paragraphs so that each one gradually adds to your argument, which
you outlined in the introduction.
Start with a topic sentence which outlines what you will be arguing in the paragraph.
Make it reasonably short and to the point, and relevant to the essay topic (NOT just a
summary of the plot of the text).
Elaborate on the topic sentence to add substance to your argument.
Use relevant quotes and examples from the text to back up the point you are making in
this paragraph. For this you need to know the text well. If you don’t have evidence your
marks will suffer - you need to be able to back up what you’re saying. Explain these
examples as you go - a hastily inserted chunk of text will do nothing for your essay if it
doesn’t make sense in the context of your argument.
Use a linking sentence to conclude. That is, brings your idea together, links it to the
essay topic and leads on to what you are going to argue in the next paragraph. This allows
the examiner to follow your train of thought through ‘signposting’ of what you’re
arguing.
Conclusion:
DON’T just summarise your key points! This is the biggest mistake that a lot of people
make. The examiner will get annoyed if you just essentially repeat your introduction.
If you have argued well and with evidence, your key points (one from each paragraph)
should already be clear.
SO, your conclusion should be one or two sentences that clearly show the essence of your
argument and reinforce your contention.
What’s important: Show the examiner you understand the text, not just that you know the
storyline, but that you can use this understanding to argue a reasoned point and that you’ve
really engaged with the text.
Expressive language:
Is an important component of your text response. It shows the examiner that you have really
engaged with the text and understand the characters, not that you have just read it passively.
SWOT 2012 VCE English
Page 22 of 27
Use more sophisticated words and show that you really understand the characters. For
example, instead of saying “this makes her upset”, show that you understand the type of
feelings she has- “this causes her anguish” or “pain” or “makes her feel trapped in a dark and
isolated world”. However, make sure you don’t go overboard with words – many students
seem to think that using four syllable words that only mouldy English professors know is a
good thing. It isn’t. Even most English professors (the good ones) will stay away from words
like “auto-narration” or “flibbertigibbet”. Simplicity is also a sign of sophistication. Choose
your words carefully.
Awareness of the author:
As mentioned previously, you need to be aware that your text has been crafted by the author,
and show the examiner that you have this awareness.
So: - show that you are aware that this is the AUTHOR’S text.
e.g. instead of saying “The play Hamlet shows that…”, say “Shakespeare’s Hamlet shows
that…”
- show that you are aware that the author has created the characters
e.g. instead of “Isobel is a character who…”, say “Through Isobel, Witting creates a
character who…”
- when discussing themes, show an awareness that, through themes, the author is
expressing a point of view on certain issues
e.g. instead of saying “the text demonstrates that a struggle for justice is the most important
thing in society…”, say “Miller aims to show us that a struggle of justice is the most
important thing in society…”
You don’t need to do this every time you mention the text, or the characters, or the themes,
just a few times throughout the essay to show the examiner that you know this text has been
created by an author who wants to present certain things.
REMEMBER…
The examiners know that most of the population cannot produce perfect, polished essays in
three hours. They are looking for:
A detailed knowledge and understanding of the text and how it is constructed by the
author
Your ability to write a relevant essay in response to the topic, presenting a reasoned
argument
Your ability to use quotes and examples properly as evidence for your essay
Expressive and clear language (i.e. punctuation, spelling, grammar etc. and writing with
passion)
So:
Answer the topic - it’s worth taking a minute to think about what the question is asking
before you begin.
Make a plan and be clear on your argument
Present with several points that back up your argument
Write good-sized paragraphs- if it’s too long think about splitting it into 2 points
Give relevant examples and quotes
Conclude convincingly and be consistent with what you have said in previous paragraphs
Use focused language
Use correct grammar and punctuation
Know your text really, really, really well- the characters, themes, issues
Have clear handwriting - if the examiner can’t read it, they can’t mark it. Plus it helps put
them in a good mood.
SWOT 2012 VCE English
Page 23 of 27
Write in pen- the examiner may be marking late at night, and may be tired. Writing in pen
maximises your chance of the essay being read properly.
Don’t:
Stray from the topic
Ramble on and on
Have ambiguous arguments or inconsistent ones
Have one sentence as a paragraph
Have one paragraph as an essay
Fail to substantiate what you say by giving examples
Use quotes that aren’t relevant to your argument- don’t use a quote just to show the
examiner that you’ve learnt it. They won’t be too impressed.
Add new ideas to your conclusion- put them in your paragraphs
Use incorrect spelling/grammar or writing that is illegible
Memorise entire essays!!! Somebody always does! IT DOESN’T WORK!
Write on a text that you didn’t study. Yes, people really do that. Don’t be one of them!
Even if it sounds better than the ones you did study!
Panic.
Remember:
You only have 3 hours to do the exam- they won’t expect a masterpiece. The examiners
understand that you don’t have much time. Do your best.
When it comes to spelling mistakes, you will only lose one mark no matter how many you
make. Grammar does not follow this rule, however.
If you find yourself nearly out of time, and you haven’t finished your last paragraph and
conclusion, write them in dot points. This way you can still make it clear where you were
intending to finish with your essay, and the examiner will not penalise you greatly for an
incomplete answer.
Most importantly, don’t panic.
SWOT 2012 VCE English
Page 24 of 27
Area of Study 3: Writing in Context The task: Your task in this section of the exam is to write a piece in response to a single
prompt given to you on the context of your choosing. You will have to nominate one
book/film as the ‘primary text’, meaning the text that you will predominantly be engaging
with throughout your response, which prevalently informs your piece. You must use the
themes central to the text to explore the stimulus prompt.
Assessors are well acquainted with the texts and will be able to distinguish how accurately
and to what extent you have been engaging with the text. With that in mind, do not try to
fluke your way through without knowing the text well.
You cannot have two films as primary texts. If you write on a film in the text response, you
may not nominate any film as your primary text in the context section of the exam.
**Note: most of the discussion is based on expository/persuasive essays; imaginative pieces
are slightly different.
Separating context from text response: a common issue that arises in context responses is
students’ difficulty in distinguishing a context piece from a text response, particularly when
they have to transition from one to the other in the exam. These are some distinctions to keep
in mind when writing practice essays (and of course, the exam) to ensure that you do not fall
into the trap:
- Text response essays always keep the text at the forefront of the discussion, and ideas are
seen as the product of the particular author (‘Miller illustrates this crux of human nature
through…’) it is the author’s creation that you are dissembling and analysing. Context
essays deal with ideas, treating them independent of the author. Context essays open with
general discussion of the themes evoked by the prompt, and move into the text as a
means of introducing evidence to substantiate the ideas being discussed. Thus, rather
than opening a paragraph with ‘Miller postures his antagonist, Proctor, to reveal how
conflict unmasks the inherent character of…’ you would begin with the idea being
discussed: ‘the intense atmosphere created by conflict unmasks the inherent, unwavering
character embedded at the core of individuals…’ and discuss this idea in several
sentences before moving into a discussion of your nominated text at all.
- Text response essays concern themselves with how a text is presented in addition to the
ideas being presented: the writing style, the shift in tone, the mise-en-scene. Context
revolves around the themes themselves, and do not require a discussion of these
elements. Do not think this makes them easier: the ideas that you formulate in your
paragraphs should be nuanced and complex, and require just as much effort.
- Unlike in text response and language analysis essays, it is not necessary to consider the
‘effect on the reader’. Again, you are being granted independence to thoroughly explore
the ideas themselves.
Addressing the criteria: There are several criteria that your essay must address in the exam.
Many a student has written a good, quality piece of writing, only to lose considerable marks
for failing to address the criteria in some way. The core criteria being considered are:
- your understanding of the implications and complexities of the prompt
- your ability to integrate ideas suggested by the texts you have studied
- the form and structure of your piece of writing
SWOT 2012 VCE English
Page 25 of 27
- your use of language and its appropriateness for the audience and purpose
Understanding of implications and complexities of the prompt
The first thing to note about this criterion is supremely obvious, and yet so frequently
ignored: you must respond to the prompt. The prompt is not there as a suggestion, or a vague
springboard that you occasionally touch on. The 2009 Examiners’ Report heavily criticized
lack of response to the prompt, and several times pointed out the utilization of pre-prepared
answers where the prompt was artlessly cobbled onto it. Be aware: this makes them cross.
The best strategy, particularly if you are not very confident or will acknowledge a tendency to
stray from the prompt, is to keep the prompt at the forefront of your mind throughout the
entire essay. Respond to it immediately in the contention, and feel free to utilize the words in
the prompt for your contention. Make direct reference to the prompt or your prompt-elicited
contention at the start and end of every paragraph (you should be doing this in some way
regardless, but you may be more nuanced if you are more confident). Bear in mind that it is
far better to be blatant than to lose track of the focal point of the essay.
The assessors want you to engage with the prompt by drawing the ideas of your context
through the prompt. While you must always consider the prompt, the ‘implications and
complexities’ are the ideas that are triggered by and stretch beyond the prompt. We will use
Conflict as an example:
‘Internal conflict is harder to resolve than external conflict. Discuss’
The opening and closing of each paragraph will directly address the prompt, but the
discussion throughout the paragraph should, in a good context essay, extend to the nature of
conflict and furthermore, the nature of humans within conflict. It should consider, for
example, what internal conflict reveals about a person’s character, and the character of people
in general; perhaps how the constitution of some people is immutable and constant, thereby
making conflict difficult to resolve, or considering the radical shift in perspective necessary to
resolve internal conflict, etc. These are the implications and complexities being mentioned.
Encourage yourself to think creatively about the prompt. Often students will think linearly
about the prompt because they feel that anything more creative would be ‘wrong’, and as a
result, some really terrific ideas, ideas which make the piece ‘stand out’ from others, are
discarded. If you are thinking about the prompt logically, and can substantiate your ideas with
evidence from the text (not selective evidence that can be immediately contradicted,
however), then there is no reason why you shouldn’t include different ideas. Examiners will
not punish you for having different ideas, so be bold!
Ability to integrate ideas suggested by the texts studied
Your texts have been selected for a reason, so use them! Throughout the course of the year
you should have studied the ideas behind the texts. Consider the texts as a case study being
presented to you on your particular context: assume that the ideas are present, and important,
and it is your task to analyse them and draw them out of the case presented to you.
The text is your proof, use it to build upon and establish your ideas. You should use the text
as evidence and engage with it appropriately; it is not necessary to recapitulate the plot, but do
discuss the significance of parts of the plot you are utilizing rather than assuming that it is
self-evident. Do use quotes. You can, in context, use other texts to supplement and expand
your ideas, however you should limit yourself to two or three different texts or events being
discussed, so that you can consider them in adequate depth.
SWOT 2012 VCE English
Page 26 of 27
Form and structure of your piece of writing
The most common forms of writing are expository, persuasive and imaginative.
Expository piece:
- takes a measured stance, objectively considers several aspects of the prompt
- must have a contention that is firmly adhered to, but the contention can be more
nuanced and allow for accommodation of different aspects of an argument rather than
just one driving argument as in persuasive essays (that is, your contention can be a
moderated ‘while the prompt is correct to this extent, there is this particular situation
in which it is not true, or not adequate’). However, be very careful of responding with
a bald ‘yes it’s true, but also no, it’s not’ contention. This is not nuanced, it is simply
conflicting.
Persuasive piece:
- takes a singular, driven stance; a ‘hard line’. The aim is to persuade the reader of a
particular contention, rather in the way a politician would, instead of weighing up the
respective merits of different arguments as in an expository piece.
- Tone should be emphatic, but mostly allow the evidence and the construction of a
logical, well considered argument act as your persuasive technique
- The best persuasive essays will still consider the ideas that may oppose their
contention, but prove their contention as superior to the opposing idea
Imaginative piece:
- all of the criteria still have to be met; results in a fusion of a creative storyline with
elements of critical analysis, and mention of a text.
- The language must be fluid and appropriate. Both language and writing style should
be consistent throughout, no jumping between a creative piece to an expository style
of writing and back to something creative.
- Concepts should be expressed either directly or through subtle devices such as
symbolism, metafiction, and characterization.
The exam:
Preparation: practise essays are key. Rather than just covering prompts that you’re
comfortable with, try to get a wide range of prompts. Once you’ve covered a good breadth of
prompts, it’s incredibly likely that the one you encounter on the exam is similar to one, or a
hybrid of several that you have already written on. This will greatly increase your confidence
and improve your response, particularly since you won’t have to waste time planning or
wondering if you’re contradicting yourself, etc. Practise essays are the time to consider and
incorporate all of the advice you’ve been given, and make modifications. Ensure that you do
some practise essays within 60 minutes.
The exam: do not attempt to memorize essays. Trying to reproduce a memorized essay will
most likely result in a great deal of stress and time wasted as you fuss over missing sentences
and crucial elements of explanation, plus it’s more likely you will ignore the prompt.
However, feel free to incorporate elements of your practise essays as you feel is relevant;
that’s what you did them for. Try to keep the prompt and responding to the prompt in the
forefront of your mind. During your reading time, read the prompt and consider it, even if
you’re reading your language analysis article. Have at least a contention by the end of reading
time. Decide firmly on a plan and stick to it, and be confident!
SWOT 2012 VCE English
Page 27 of 27
CONTEXT ESSAY CHECKLIST
Are you addressing the prompt?
Do you have a strong contention?
Does your contention use the words in the prompt?
Does your introduction outline what will be discussed in the paragraphs?
Does your introduction contain character’s names or examples from the text already?
(hint: it shouldn’t!)
Do your paragraphs each have a very clear, concise topic sentence?
Does each topic sentence address the prompt?
Are you using characters names in the first few sentences?
Are you already discussing examples in the first few sentences of each paragraph?
Have you done some contextual discussion on the issue in each paragraph?
Does each topic sentence address the contention?\
Are you using quotes as evidence?
Have you avoided retelling the story?
Does each sentence in the paragraph contribute to the point you’re trying to make? (i.e.
no filler sentences)
Do you draw conclusions from the evidence?
Do you summarize how the evidence presented proves your contention?
Have you considered and taken into account any contradictory evidence?
Have you avoided contradicting yourself?
Are all of your sentences grammatically correct? (i.e. you don’t stop a sentence halfway)