Go ahead and tilt your mobile the right way (portrait). The kool kids don't use landscape...
Most assessments require you to write essays using formal language. In English writing, there are two main styles of writing – formal and informal. The primary purpose of formal language is to achieve sophistication and clarity. Although the difference between the two styles is relatively straightforward, we’ll point out some common examples to just to make sure that you don’t slip and make an unnecessary mistake. Consider these two examples:
Example 1 : We cordially invite you to the Year 12 formal.
Example 2 : Hey buddy! Wanna go to the dance?
It is clear that example 1 is formal while example 2 is informal. The vocabulary, tone, and syntax are all things that change depending on the style you wish to adopt. Informal language isn’t always a ‘taboo’ though. Creative pieces and persuasive pieces can be written informally, for example, if it is a personal diary or an advertisement respectively. If you’re unsure, the easiest way to separate the two is to question whether or not you would say the phrase in real-life conversations. If it’s a yes, then it’s most likely informal language. Below are some more specific examples of the differences between formal and informal writing:
Formal: Avoids using colloquial words/phrases
Informal: May use colloquial words/phrases
Formal: Avoids contractions (write out full words – was not, did not, had not etc.)
Informal: May use contractions (wasn’t, didn’t, hadn’t etc.)
Formal: Usually written in third person (Sharon, Ben, they, them etc.)
Informal: May use first (I, me etc.), second (he, she etc.) or third person (as above).
Formal: Specific words (such as, large, items, etc.)
Informal: Imprecise words (like, big, things, etc.)
Formal: Avoids cliches (many, etc.)
Informal: May use cliches (loads of, etc.)
Formal: Avoids addressing readers using second person pronouns (the readers, an individual, one’s etc.)
Informal: May address readers using second person pronouns (you, your, etc.)
Formal: Avoids using abbreviated words (write in full – photograph, television, etc.)
Informal: May use abbreviated words (photo, TV, etc.)
Informal: May use imperative voice (remember to…etc.)
Formal: May use passive voice (it has been noted that…etc.)
Informal: May use active voice (we note that…etc.)
Formal: May use longer and more complex sentences.
Informal: May use short and simple sentences.
When writing essays ensure that you stick to one or the other. Mixing the two ways of writing will negatively impact the readability of your essay, and also the assessor’s reflection of the writer.
Get our FREE VCE English Text Response mini-guide
Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps.
The life of an
English teacher during assessment time is miserable. This is great for us! If
you know how to use their misery to your advantage.
Hello, I am here
to teach you how you can claim some easy English points off these poor, poor,
professors. Let’s begin 😊
1. Engage with the historical context
This should be a
baseline expectation! Yet, if I had a dollar for every student I see launching
into an essay not even considering the socio-cultural context in which their
book was written, I’d have enough to purchase the VCAA institution and have historical
context made mandatory with the punishment being immediate expulsion from VCE.
Just put some
historical context into your introduction, it’ll make it beefier and add some
spice to your essay. Historical context generally entails listing the form
(novella, play, etc…) of your text; the time period in which it was written
(Victorian, 20th century, etc…), its genre (Gothic, biographical,
etc…), and finally, any of the relevant literary titles it could be classed
under (Romantic, Feminist, post-colonial, etc…)
For example: “Mary
Shelley’s Victorian Gothic Romantic novella Frankenstein…”
Bonus points if
you can actively engage in a set of philosophical ideas that were present at
the time, eg: “Age of Enlightenment values”, or the “Feminist movement”.
2. Write a strong introduction
You must impress
an assessor within two minutes. With this in mind, what do you think looks
better: a little five-line intro vaguely outlining your points and just barely
tickling on the structure and context of the texts; or a sprawling introduction
which hits the historical context on the head and articulates beautifully the
direction your essay is going and how it plans to get there. It’s a simple
Virgin vs Chad dichotomy, be a chad, write a strong introduction.
3. Clear and concise topic sentences
Your topic
sentences NEED to be easy to read and easy to follow. Apply the K.I.S.S rule
here (Keep it Simple, Stupid). State the point of your paragraph with clarity,
there should be nothing too complex or vague about it. For example: “The
architecture of Frankenstein enables the story to act as a cautionary
tale”. If you feel you cannot encapsulate your topic within a single sentence,
then I suggest dialling back the complexity of your paragraph topic. Remember,
text response is a process of stating a concept, then proving it – nothing
more, nothing less.
4. Grammar
You know
‘Grammar Nazis’? Well English assessors are Grammar Hitler’s. Make sure your
expression is on point. Avoid run on sentences, break them up with full stops,
a comma is not a substitute for a period.
5. Understand language
I’m hoping we
all know what verbs, adjectives, adverbs, nouns, conjunctions and etcetera are
here? This kind of rather basic English knowledge can seriously pepper up your
analysis once you understand how language works. Begin by simply noting how an
adjective modifies a verb within a sentence and what affect that has. Once you
master this, you can move onto actually classifying the language under specific
tones; for example: a pejorative verb, or a superlative adjective of degree. I’ll
throw a few free ones your way! A pejorative verb is a doing word with negative
connotations, such as: “penetrate” or “molest”. Whilst a superlative adjective
is a describing word of the highest degree, for example: “grandest” or
“calmest” (as opposed to simply “grand” or “calm”. Although this language seems
complex, it’s deceivingly simple once you understand some basic English rules.
6. Write about structure
Structure is the
‘secret high scoring English students don’t want you to know!!’ If you aren’t
writing about structure, then you are missing out on an absolute gold mine of
analysis. If you understand how structure works within a text and can write it
out coherently you’re essentially guaranteed a 40+. Y’all may call that an
exaggeration, but knowing how to write about structure in an essay is like
crossing the threshold, your eyes become open – you attain nirvana. Structure
is the Bifrost which separates the land of Gods from the land of mortals. Some
good ways to begin thinking about structure include: pondering how the text
begins and ends, does it begin as a jovial and upbeat story and end as a
depressing mess, why might the author have structured the text this way? Or,
think about which characters we follow throughout the text and what journey
they undergo, are their multiple narrators? Why might this be relevant or what
may the author be trying to emphasise? Another great one is just looking for
recurring themes and motifs across the text, such as a repeated phrase or
similarities between characters. The key to writing on structure is
understanding how the text has been structured, and then connecting that to a
meaning or using it to support your contention.
7. Structure your essays
PSYCHE I’M STILL
NOT DONE TALKING ABOUT STRUCTURE. Structure. Your.
Essays. I cannot stress
this enough, use TEEL (topic sentence, evidence, elaboration, link), use
whatever your teacher taught, but use it! This one is especially important in
language analysis, legit, lang anal essays are almost 100% structure, just WHW (what,
how, why) your way through that essay. Once you understand how to structure an
essay, everything else improves. So, structure your essays!!
8. Write about allusions
Now we’re
getting into the big boy material. An allusion is any reference within a text
to another text. So when Peter Griffin from Family Guy pokes fun at the
Simpsons, he is making an allusion to the Simpsons. Or when your protagonist
happens across a bible verse, that is a biblical allusion. Whenever I hear a
student mention a literary allusion, my day improves and so does their mark.
Most every text has allusions in it somewhere, do your research. Frankenstein
has Rime of the Ancient Mariner, about half the books on the planet have
biblical allusions, just ask your teacher or research online and you’re bound
to come up with some excellent analysis material. Bonus points for allusions to
classic texts such as: the Faust mythos, Greek/Roman tales such as Prometheus,
the Bible, Paradise Lost, etc…
9. Reference influential philosophical
ideas
This one is
eating from the tree of knowledge. Including a philosophical concept in your
essay immediately places you in the upper echelons. It separates plebs from
patricians. You’ll have to do a bit of research here, but it is well worth it.
Once you can mention that an idea is “characteristic of the Romantic period”,
or that a concept is “Lockean (referring to John Locke)”, you’re balling,
you’ll be hustling A+s in no time. Bonus points for philosophical ideas that
were relevant to the time period (historical context, remember).
10. Authorial Agenda
Referencing the
authorial agenda is just minty fresh, it demonstrates a clear understanding of
concepts even beyond just the text itself. Guaranteed to put a sparkle in your
teachers’ eye. Although adding authorial agenda augments your essay
extraordinary, don’t overdo it.
If you made it
to the end of this then great work! Proud of you <3. Including these tips in
your essays is a surefire way to push them to the next level. For sticking
through, I’ll give you a few quick bonus tips. Have pre-prepared zingers: you
should write out and memorise a few bits of analysis that are intensely high
quality, (do it in your own writing) this not only helps with ironing out your
language, it also ensures you’ll have some mic drops in your essays. Analyse
all included images and titles: this one’s just for language analysis, but you
should analyse everything, including logos! And finally… RESPOND TO THE ESSAY
QUESTION, this should be a given but there are hordes of people just spewing
out words which are absolutely irrelevant to the actual essay topic.
Thanks again for
getting this far, unless you just scrolled to the bottom hoping for a TLDR. I
wish you all best of luck in your VCE and the exam season, try to make it
enjoyable 😊
To understand the works of Franklin and Ziegler, we are going to take a look at the historical contexts in which the texts were written. By doing this, we’ll establish a proper understanding of some of the language and concepts that you might have experienced in class. The three specific historical contexts that we will address are life in 1950s London, uncovering the enigma of DNA as well as 19th-century rural life in Australia. As you continue to read this study guide, you may wish to refer back to this section if you find some of the terminologies and references confusing!
Life in 1950s London (Photograph 51)
Photograph 51 is set during the 1950s in London. This was a challenging time for everyone, largely due to Britain’s impaired economy after the war, as well as the financial obligations of the nation to the United States. An iconic local feature of this time was the fact that the government encouraged everyone in the nation to grow food for themselves and their communities. Everywhere you looked, land was being used to farm crops! Indeed, people would grow food everywhere that they could because government rations were strictly enforced and the 1950s was a decade marked by the struggle for parents to find enough food for themselves and their children. This was a difficult situation in which to live and work. However, in this time after the Second World War, Britain experienced changes on a scale never experienced by the country before. The war had cost Britain its status as a nation of monumental power, and in the 1950s the nation was looking to rebuild itself. This was a period of enthusiasm and optimism, in which many technological and scientific developments were made. Computers became more sophisticated, and humanity deeply desired to explore the workings of the world.
Nonetheless, during this time of hope and progress, women were remarkably undervalued, and female professionals were often treated with contempt. We are provided with a snapshot of what this looked like in Photograph 51. As a Jewish woman in the 1950s, Rosalind Franklin is depicted as a target for prejudice in the world around her. For example, she is not permitted to dine with her male colleagues at lunch, which renders her unable to engage in meaningful conversations with her colleagues and debate about their research and ideas. Additionally, despite the fact that she is just as qualified as Wilkins, he continually ignores her qualifications and achievements. We see this as he refers to her with the patronising nickname ‘Rosy’, which underscores the reality that he sees her as inferior to him. It is evident that the professional world was a challenging place for women and minorities during the 1950s in London. However, Rosalind Franklin was willing to persist with her important scientific work in this formidable social setting.
19th Century Rural Life in Australia (My Brilliant Career)
My Brilliant Career was published in 1901. This was the year when the Commonwealth of Australia was formed, as the colonies of Western Australia, Tasmania, Victoria, Queensland, South Australia and New South Wales united as one nation. The text is set in areas around Goulburn in Australia in the 1890s, which is around 195 kilometres - or a two-hour drive - in the South-West direction of Sydney. To put it bluntly: Australia was a challenging place to live in in the 1890s. Take a moment to consider the harsh realities of life in this time and place. During this time, most of Australia was a rural environment and this was an era in which Australians were confronted with drought, economic hardships and high unemployment rates. Indeed, the period of prosperity during the 1850s gold rush was, unfortunately, coming to a close, international investment in Australia was devastatingly declining and the price of wool and wheat was dropping at a dangerous pace. The dire economic situation was certainly not helped by the long drought, which created a distressing situation for the agricultural industry. As we see in the text, Sybylla’s father is a dairy farmer, and her family lived through this unbearable summer heat, the harsh drought and the pain caused by dying livestock. Miles Franklin convincingly uses Sybylla and her family to illustrate the extent to which the adversity of the time had an impact on everyone and the fact that nobody could escape it.
During this period, many women had to take up jobs to support their families, due to the turbulent economic times. Having said that, this was a challenging environment for a woman to pursue a career. Marriage was seen as the only appropriate venture for a woman, and women were expected to marry as soon as they were able to. It was basically unthinkable for a woman to work and pursue a career unless she was working while she waited to be able to depend upon a husband for support. Those who chose not to marry were treated poorly by the world around them. In particular, women could be traded and bartered as labour, and we see when Sylblla becomes a governess to repay her family’s debt.
During this challenging time, it was becoming increasingly common for young women in Australia to publish books, with Miles Franklin being one of them. Nevertheless, Miles Franklin - officially born Stella Franklin - ensured that ‘Miss’ was excluded from her name on the cover of her text. Presumably, she did not want her readers to assume that My Brilliant Career was written by a woman, as this may have harmed sales. Despite this, it is undeniable that social perspectives surrounding gender roles were gradually shifting towards permitting women greater rights within society. For instance, women were eventually granted the right to vote in federal elections in Australia when the Franchise Act was passed in 1902. We see such a progressive attitude represented in the text through Sybylla. Despite the social expectations placed upon her, Sybylla has aspirations for her future. As part of her aspirations, she must choose between the traditional route of marriage to Harry Beecham or her plans to pursue a career. Through this, we see that Miles Franklin welcomes the potentiality for increased social freedom for women to pursue meaningful occupations. In defiance of what society expected of her, she wanted to do something with her life and have a meaningful career! Much like many women of the day in rural Australia, pursuing such a path was no easy task and she faced much opposition.
2. Plot Summaries
We’re now going to take a quick look at the plots of My Brilliant Career and Photograph 51. However, I cannot overemphasise the importance of setting aside the time to read these texts in detail and annotate them for yourself. You may wish to use these summaries to refresh your memory about the plot, or to stay on track if you get lost or confused while you read! We’ll provide you with a general overview of what happens, with a particular focus on the key events in each text.
Summary: My Brilliant Career
My Brilliant Career is an Australian literary classic by Stella 'Miles' Franklin which is set in rural New South Wales in the late nineteenth century. The story is presented in an autobiographical format and depicts the life and travels of Sybylla Melvyn and her family. The novel is written in a fairly free-flowing format, which Sybylla unapologetically explains is the result of her life being unstructured and lacking a plot. At times you may be frustrated with Sybylla’s pessimism and cynicism. At other times, you may hold back tears as you reflect on the adverse circumstances she faces as she pursues her goals and strives to find purpose in her life.
The novel commences with Sybylla and her family living in Bruggabong. Sybylla is content with her life here, with the freedom to roam around and ride horses as she pleases. However, as the first chapter comes to a close, we are told that Sybylla’s father, Dick Melvyn, intends to sell his stations and move his family to Possum Gully. He hopes that Possum Gully will present him with greater financial opportunities through trading farm animals. Sybylla is frustrated by the move and perceives her family’s new home as boring and monotonous. At the same time, life is hard for her mother, who becomes increasingly critical of Sybylla who seems to be developing into a rebellious child. Dick inflicts a great deal of pain upon his family, as he spends too much time in town, loses money with every sale and becomes an alcoholic. The drought certainly doesn’t simplify matters, with the scorching heat taking a toll on Sybylla, her family and their animals.
Eventually, we learn that Sybylla’s grandmother has decided to take Sybylla to live with her in Caddagat. Sybylla enthusiastically agrees and celebrates the opportunity to experience life in a different location away from the difficulties of Possum Gully. Whilst in Caddagat, she lives with Grandma Bosser, Aunt Helen and Uncle Jay-Jay. During her time there, several men approach Sybylla with an interest in marrying her. The first is Everard Grey, a wealthy lawyer from Sydney with a keen interest in the performing arts. She is denied the opportunity to travel with him and he neglects her upon hearing this news. Frank Hawden, a farmhand to the family, is attracted to Sybylla, but she sharply rejects him due to his unsophisticated demeanour. Finally, she meets Harold Beecham of Five-Bob Downs. They enjoy spending time together and he brings out Sybylla’s playful side. They eventually become engaged. However, Sybylla never intends to marry him and only agrees to the engagement on the condition that it is kept a secret between the two of them. She shares to her audience that she intends to break off the engagement as a means of stirring up and confronting Harold. Eventually, Harold is forced to leave Five-Bob Downs due to his financial misfortune resulting in the loss of his property. However, he and Sybylla agree to maintain their engagement and commit to marrying after a few years. Having said that, Sybylla never really has any intention of marrying Harold, for she views marriage as restrictive and unnecessary controlling of her freedom to pursue her own life.
Shortly after Harold’s departure, Sybylla is confronted with the news that her father’s debt to Peter M’Swat means that she will be required to travel to Barney’s Gap to work as a governess for the M’Swat children. It would be an understatement to say that Sybylla is dissatisfied with this new state of affairs! She absolutely hates working for the M’Swat family! She finds that the house is filthy, the children are disobedient and she has very minimal personal space. All she wants is to go back and live with Grandma Bossier and Aunt Helen. However, her mother denies her this privilege, for she must repay her father’s debt. The experience at Barney’s Gap becomes so bad for her that she develops an illness due to the emotional strain that she experiences. Accordingly, Mr. M’Swat sends her back home to Possum Gully to be with her family.
Sybylla hardly receives a warm welcome from her parents. Her mother continually treats her as ungrateful, and her father’s drinking has had a significant impact on his demeanour. Her younger sister, Gertie, is sent off to live in Caddagat, and Sybylla feels as if Grandma Bossier, Aunt Helen and Uncle Jay-Jay have forgotten about her. To make matters worse, she feels as if Harold Beecham, who has been unable to return to Five-Bob Downs, is falling in love with Gertie. Eventually, Harold travels to Possum Gully. Sybylla is expecting her to ask Dick for permission to marry Gertie. But to her surprise, he actually intends to ask Sybyllla if she will marry him, even though she made it clear through her letters that she had no intention of doing so. For fear of hurting him and due to her view of marriage as restrictive, she rejects Harold again and sends him on his way.
And that’s basically the story! Sybylla concludes with some reflections on her position and purpose in life. She sees her purpose as completing the monotonous tasks that nobody wants to complete and she is thankful for the opportunity to earn her living through hard labour. Overall, we know that her ambition was to become an author, and this book is her final product as she writes about her various experiences.
Summary: Photograph 51
Photograph 51 is a play by Anna Ziegler which tells the story of the discovery of the structure of DNA. The title takes its name from the photograph taken by Raymond Gosling and Rosalind Franklin at King’s College in 1952. The play has been constructed by Ziegler with a bit of artistic license, and she herself admits that she has modified timelines, altered facts and events, and recreated characters. If we take a step back and look at the big picture, we have a great representation of events that makes some bold statements about injustice within the scientific community and society at large.
It is important to mention that this play is full of characters who break the fourth wall - a performance convention in which we usually imagine that there is a wall that separates characters from the audience when we watch a television show, movie or play. Ziegler has deliberately constructed this play in a manner where the characters that feature in the play provide commentary on the events to the audience. And this is how we start, with Rosalind directly speaking to the audience alongside Wilkins, Watson, Crick, Caspar and Gosling. Rosalind shares that the play will be about ‘powerful’ scientists accomplishing incredible feats. Shortly after this, our story begins (with frequent interruptions from the male scientists who want to bicker with each other and give their own commentary on the events).
Rosalind arrives at King’s College in London to work in the field of genetics. However, much to her surprise and dissatisfaction, she is told that she will be working on uncovering the structure of DNA. She also learns that she will be working with a doctoral student, Gosling, under the direction of Wilkins. Wilkins and Rosalind clearly don’t get along, and they are often fighting about something! Meanwhile, Gosling is clearly lower in the chain of hierarchy and awkwardly tries to have a say in matters.
Now, pay attention to this part, because it will be important for the end. Shortly after her arrival at King’s College, Rosalind goes to see a production of Shakespeare’s comedy, The Winter’s Tale. Ziegler doesn’t get into the details, but basically, this play features King Leontes and Hermione, his wife. Leontes murders Hermione upon suspecting her of unfaithfulness. In The Winter’s Tale, Leontes is able to pray Hermione back to life! Why is this significant to Photograph 51? Just remember for now that Rosalind can’t seem to remember who played Hermione in the London production, whilst she can recall who played Leontes. We may say that this represents the misogyny that Rosalind has internalised after facing a life of sexism from the world around her.
As Rosalind and Gosling work closely on taking photographs of DNA, Gosling urges her to go home and rest on several occasions. She refuses, as she wants to persist in her work! He also pleads with her to be careful around the beam, but she is reluctant to listen. It is clear that she disregards her health and well-being because she is fixated on the task at hand.
We are introduced to two other scientists, Watson and Crick, who are also competing in the race to discover the structure of DNA. Another character, Caspar, is introduced around this time. He’s a PhD student who is captivated by Rosalind’s work and writes to her for assistance with his research. He eventually finishes his PhD and obtains a fellowship at King’s College where he develops a close relationship with Rosalind.
Over the course of the play, Wilkins works progressively closer with Watson and Crick, and eventually shares Rosalind’s Photograph 51 with them. This image, having been captured and developed by Rosalind and Gosling, was crucial to their discovery of the double helical structure of DNA. Watson and Crick are also able to access Rosalind’s unpublished paper which details all of her findings.
Rosalind and Caspar are having dinner together and Rosalind admits to the audience that she has feelings for Caspar. However, she does not share this information with him. During this time, Rosalind has some pain in her stomach and it is revealed that she has cancer, with two tumours in her ovaries. It is likely that this came about due to her close work with X-rays. She becomes very sick and eventually dies at the age of thirty-seven.
We are informed that Watson, Crick and Wilkins all receive the Nobel prize for their work on uncovering the structure of DNA. Meanwhile, Rosalind receives no credit, even though her research was what helped them with their breakthrough.
In the final moments of the play, Rosalind and Wilkins talk about The Winter’s Tale. Wilkins shares that he saw her entering the theatre on the day when she saw the play, but he decided not to enter with her. He regrets this and it is clear that he has lived a life full of regret. Wilkins wishes he could bring Rosalind back to life, just as Leontes does with Hermione in Shakespeare’s play. However, he regrets that this is not possible and must carry on his life with guilt and regret for the decisions he has made and the way that he has treated Rosalind.
3. Themes, Motifs and Key Ideas
Through discussing themes, motifs and key ideas, we’ll gain a clearer understanding of some super important ideas to bring out in your essays. Remember that, when it comes to themes, there’s a whole host of ways you can express your ideas - but this is what I’d suggest as the most impressive method to blow away the VCAA examiners. We’ll be adhering to the CONVERGENT and DIVERGENT strategy. While this study guide doesn’t go into too much detail about using LSG’s CONVERGENT and DIVERGENT strategy, I’d highly recommend you familiarise yourself with it by reading LSG'sHow To Write A Killer Comparative.
CONVERGENT: Yearning
Within Photograph 51 and My Brilliant Career, we are presented with characters with profound ambitions to overcome adverse circumstances. Indeed, both texts featured major and minor characters, who yearn to overcome their circumstances and make the most of their unfortunate situations. At the conclusion of My Brilliant Career, Sybylla questions the nature of 'vain ambition'. She reflects on the inevitability of death, and that all will die, regardless of one’s status as a 'king or slave'. Ultimately, Sybylla wants to be 'true' to herself, and in striving to do so, she finds contentment. Likewise, Rosalind is satisfied with 'painstakingly' trying to accomplish success by discovering the truth in her work. She is highly diligent, for she wants to discover the truth, and she will not permit herself to make a mistake. In doing so, she '[pays] attention to every detail'. However, as part of this, Watson and Crick are able to take advantage of her, and ultimately achieve success at her expense.
Rather insightfully, Caspar reflects that 'the things we want but can’t have are probably the things that define us'. This reflects the reality for characters across both texts. In particular, Rosalind has a deep 'yearning' for various things throughout Photograph 51. This is not strictly for success in her research, for she admits that she yearns for friendships, peace, to be able to sleep well at night and for a deeper relationship with Caspar. Rosalind works diligently with her research, admitting that she doesn’t believe in 'laziness'. She regularly stays up all night, which likely contributes to her significant health complications. At the same time, this has an impact on her ability to form meaningful relationships with the people around her. Ultimately, she is not able to attain any of her aspirations, for her life is cut short by her unfortunate death. Likewise, Crick acknowledges that his ambitions in the scientific community have negatively impacted his relationship with his wife. Whilst he may have started out with the desire to 'support [his] family, to do science, to make some small difference in the world', it is clear that he became overwhelmed with his desire for success, and this has cost him dearly.
One of the most significant characters with aspirations in My Brilliant Career is Dick Melvyn. He clearly possesses great ambition at the beginning of the text, which motivates him to move his family from Bruggabrong to Possum Gully. However, this ambition for financial prosperity turns him into a man who is 'a slave of drink', as well as someone who is overall 'careless' and 'bedraggled in his personal appearance'. Indeed, his ambition has taken a challenging toll on him and the life of his family. Unlike Dick Melvyn, who has been harshly impacted by his ambition for success, the M’Swat family seem to be genuinely supportive of their children, and others outside of their family. This is evident in their care for the Melvyn family in their time of financial need. It is evident that a desire for success and 'the possession of money' does not necessarily lead to ruin.
DIVERGENT: Selflessness
The leading characters in My Brilliant Career and Photograph 51 differ in the extent to which they display selflessness as they approach life. Whilst Sybylla’s perception of her circumstances may not be entirely accurate, we can see that she approaches her despairing circumstances with ultimate altruism that leads her to neglect her own desires and focus on how she can be useful in serving the needs of others. At the conclusion of the text, Sybylla sees that she is most suited to 'wait about common public-houses to look after [her] father when he is inebriated'. She seems to be content to submit to her circumstances in order to look after the needs of her family. In contrast, Rosalind seems to be limited in her capacity to discern the needs of others, and the fact that others also require resources to complete their work. This is highlighted when Wilkins complains that 'she’s keeping [him] from [his] work'. Indeed, she seems to hoard 'all the best equipment'. Whilst Wilkins may be exaggerating the extent of the situation, this still highlights Rosalind's uncharitable approach to her work.
At the heart of these differences are the contrasting worldviews of the leading characters, and the way in which they each find meaning in life. Rosalind ultimately views society as opposed to her, and her response to this is to stand her ground tenaciously. She finds meaning in persevering and avoiding mistakes at all costs. In this approach to her world, she is able to justify her occasional cruel treatment of the men around her. On the other hand, Sybylla finds purpose in being able to fulfil a functioning role in the society around her. By the time the novel reaches its conclusion, she has essentially given up fighting for any of her own interests and seems to be content in serving the needs of those around her. This is evident when she rejects Harold for the final time. She notes that Harold is like a ' child pleading for a dangerous toy', and that '[her] refusal was for his good'. In doing so, she demonstrates selflessness, for she genuinely believes that she is acting in Harold’s best interest. The key contrast between Rosalind rejecting the assistance of Wilkins and Sybylla refusing to marry Harold is that Rosalind isolates herself and rejects others because she sees other people as unreliable, and sees that she will 'work best' if she works 'alone', whereas Sybylla rejects Harold for she believes she is acting for his good.
4. Sample Essay Breakdown
As with all our essay topic breakdowns, we'll follow LSG's THINK and EXECUTE strategy, as taught in our How To Write A Killer Text Response study guide. The LSG's THINK and EXECUTE strategy follows three steps in the THINK phase:
Analyse Brainstorm Create a Plan
Learn more about this technique in this video:
THINK
Step 1: Analyse
This ‘discuss’ topic prompts us to evaluate the topic in light of My Brilliant Career and Photograph 51 and reach a conclusion. This is also a theme-based topic, relating to perception and self-awareness. Accordingly, it would be wise to ‘discuss’ how key themes CONVERGE and DIVERGE across our texts. With our given theme, we will need to consider what we mean by ‘perception’, how it occurs in both texts, and the conclusions we can draw from this that will feature in our analysis.
Step 2: Brainstorm
In order to address this topic, we need to consider the notion of perception and how this connects with self-awareness. Crucially, the topic prompts us to consider where characters think they have perceived their situation accurately, when in reality they have actually accepted a form of illusion or false perception. We want to broadly consider where this occurs, which will enable us to group characters together later on. We also want to address the reality that something usually occurs to cause a person to realise that they have been perceiving their reality incorrectly.
Step 3: Create a Plan
We will approach this topic with a chronological structure. This means that we are going to broadly consider 1) the behaviour of characters with a false perception of reality, 2) the nature of crises that cause someone to confront their perception of their world, and 3) how characters respond to such crises.
As we think of examples to include in each of our paragraphs, we need to also be considering CONVERGENT and DIVERGENT points of comparison. We can base these around the themes from the Themes, Motifs and Key Ideas section of LSG's Photograph 51 & My Brilliant Career study guide.
Paragraph 1: Living with a false perception of reality
At this point, we should discuss the CONVERGENT ideas analysed in the Themes, Motifs and Key Ideas section of LSG's Photograph 51 & My Brilliant Career study guide. We should make sure that we focus on Sybylla and Rosalind at the beginning of their respective texts. In particular, we can focus on the naivety of Sybylla and how this connects to her as an unreliable narrator, as well as how Rosalind’s steadfast determination causes her to lose sight of reality.
On top of this, we also want to draw connections between the themes and the minor characters of the texts. We mustn’t limit our discussion to one that centres solely around Sybylla and Rosalind, so we’ll take a look at Harold’s relationship with Sybylla, as well as Watson and Crick’s publication of false data.
Paragraph 2: Crises that confront a false perception of reality
Now we want to focus on the ‘middle’ sections of each of our texts. Take note: ‘middle’ doesn’t necessarily have to be exactly halfway through the book. However, it should be around the point where there is a significant turn of events. My Brilliant Career actually has a few of these, but we’ll focus on Sybylla having to travel to Barney’s Gap. In Photograph 51, we’ll discuss Rosalind’s discovery of her cancer diagnosis.
As we trace our secondary characters, we’ll look at Harold’s financial troubles, as well as Watson and Crick’s ridicule due to their flawed model.
Paragraph 3: Responding to crises and evaluating a false perception of reality
As we conclude our essay, we want to discuss the impacts of the crises on our characters. For Sybylla, we’ll talk about how she continues in her naivety. However, the crisis does prompt Sybylla to evaluate some of her values. For Rosalind, she doesn’t really change her ways, however, it does give her more urgency. These are some of the DIVERGENT ideas that will feature in our discussion. We also need to address Watson and Crick, who end up taking an even more cunning approach to their work, which results in them achieving international recognition for their research.
Want to see the the fully written and annotated version of the essay we've just planned here? Check our A Killer Comparative Guide: Photograph 51 & My Brilliant Career. Not only can you find the full version of this essay, there are also 4 other (5 in total) full, A+ essays fully annotated, as well as more themes, analysed quotes, exploration of different interpretations and lenses and more!!
Finding out that your school has selected to study a Shakespeare play as your section A text can be a pretty daunting prospect. If I’m honest, I wasn’t all too thrilled upon discovering this either...it seemed as though I now not only had to worry about analysing my text, but also understanding what Shakespeare was saying through all of his old-fashioned words.
However, let’s not fret - in this post, I’ll share with you some Measure for Measure specific advice and tactics, alongside excerpts of an essay of mine as a reference.
Having a basic understanding of the historical context of the play is an integral part of developing your understanding of Measure for Measure (and is explored further in Measure for Measure by William Shakespeare). For example, for prompts that open with “What does Shakespeare suggest about…?” or “How does Measure for Measure reflect Shakespeare’s ideas about…?” it can be really helpful to understand Shakespeare’s own position in society and how that influenced his writing.
There’s no need to memorise certain parts of Shakespeare’s history - as that would serve no purpose - just try to gauge an understanding of what life was like in his time. Through understanding Shakespeare’s position in society, we are able to infer his stances on various characters/ideologies in the play.
Measure for Measure is often regarded as an anti-Puritan satire. Although Shakespeare’s religion has been a subject of much debate and research, with many theories about his faith being brought forward, many believe that he was a secret Catholic. He is believed to be a ‘secret’ Catholic, as he lived during the rise of the Puritans - those who wished to reform the Church of England and create more of a focus on Protestant teachings, as opposed to Catholic teachings. It was often difficult for Catholics to practice their faith at this time.
Angelo and Isabella - particularly Angelo, are believed to embody puritanism, as shown through their excessive piety. By revealing Angelo to be “yet a devil,” though “angel on the outward side,” Shakespeare critiques Puritans, perhaps branding them as hypocritical or even unhuman; those “not born of man and woman.” Thus, we can assume that Shakespeare would take a similar stance to most of us - that Angelo wasn’t the greatest guy and that his excessive, unnatural and puritanical nature was more of a flaw than a virtue.
Tips for Moving Past the Generic Examples/Evidence Found in the Play
It’s important to try and stand out with your examples in your body paragraphs. If you’re writing the same, simple ideas as everyone else, it will be hard for VCAA assessors to reward you for that. Your ideas are the most important part of your essay because they show how well you’ve understood and analysed the text - which is what they are asking from you, it’s called an ‘analytical interpretation of a text,’ not ‘how many big words can you write in this essay.’ You can stand out in Measure for Measure by:
1. Taking Note of Stage Directions and Structure of Speech
Many students tend to simply focus on the dialogue in the play, but stage directions can tell you so much about what Shakespeare was really trying to illustrate in his characters.
For example, in his monologue, I would often reference how Angelo is alone on stage, appearing at his most uninhibited, with his self-interrogation revealing his internal struggle over his newfound lust for Isabella. I would also reference how Shakespeare’s choice of syntax and structure of speech reveal Angelo’s moral turmoil as he repetitively asks himself “what’s this?” indicating his confusion and disgust for his feelings which “unshapes” him.
Isabella is shown to “[kneel]” by Mariana at the conclusion of the play, in order to ask for Angelo’s forgiveness. This detail is one that is easily missed, but it is an important one, as it is an obvious reference to Christianity, and symbolises Isabella’s return to her “gentle and fair” and “saint” like nature.
2. Drawing Connections Between Characters - Analyse Their Similarities and Differences.
Drawing these connections can be a useful way to incorporate other characters not necessarily mentioned in your prompt. For example, in my own English exam last year, I chose the prompt “...Power corrupts both Angelo and the Duke. Do you agree?” and tried to pair Angelo and Isabella, in order to incorporate another character into my essay (so that my entire essay wasn’t just about two characters).
A favourite pair of mine to analyse together was Angelo and Isabella. Although at first glance they seem quite different, when you read into the text a little deeper you can find many similarities. For example, while Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, “nun,” Isabella, wishes to join the nuns of Saint Clare where she “must not speak with men” or “show [her] face.” Shakespeare’s depiction of the two, stresses their seclusion, piety and restriction from the “vice” plaguing Vienna. What’s important about this point is that you can alter your wording of it to fit various points that you may make. For example, you could use this example to prove to your assessor how Isabella’s alignment with Angelo signals Shakespeare’s condemnation of her excessive puritanical nature (as I did in my body paragraph below) or, you could use these same points to argue how Angelo was once indeed a virtuous man who was similar to the “saint” Isabella, and that it was the power that corrupted him (as you could argue in the 2019 prompt).
Another great pair is the Duke and Angelo. Although they certainly are different in many ways, an interesting argument that I used frequently, was that they both were selfish characters who abused their power as men and as leaders in a patriarchal society. It is obvious where Angelo did this - through his cruel bribery of Isabella to “lay down the treasures of [her] body,” however the Duke’s behaviour is more subtle. The Duke’s proposal to Isabella at the conclusion of the play, as he asks her to “give [him her] hand,” in marriage, coincides with the revelation that Claudio is indeed alive. It appears that the Duke has orchestrated the timing of his proposal to most forcefully secure Isabella and in this sense, his abuse of power can be likened to Angelo’s “devilish” bribery. This is as, through Shakespeare’s depiction of Isabella, it is evident that she has little interest in marriage; she simply wishes to join a convent where she “must not speak with men,” as she lives a life of “strict restraint.” The Duke is aware of this, yet he demands Isabella to “be [his]”- wishing to take her from her true desire and Shakespeare is able to elucidate Isabella’s distaste through her response to this: silence. By contrasting Isabella’s once powerful voice - her “speechless dialect” that can “move men” - with her silence in response to the Duke’s proposal, Shakespeare is able to convey the depth of the Duke’s selfishness and thus his similarity to Angelo.
We've got a character list for you in Measure for Measure by William Shakespeare (just scroll down to the Character section).
What’s important to realise about these bits of evidence is that you can use them in so many different prompts, provided that you tailor your wording to best answer the topic. For example, you could try fitting at least one of the above examples in these prompts:
‘Give me your hand and say you will be mine…’ The characters in ‘Measure for Measure’ are more interested in taking than giving. Discuss.
‘More than our brother is our chastity.' Explore how Shakespeare presents Isabella's attitude to chastity throughout Measure for Measure.
‘I have seen corruption boil …' To what extent does Shakespeare explore corruption in Measure for Measure, and by what means?
‘Measure or Measure presents a society in which women are denied power.’ Discuss.
How To Kick Start Your Essay with a Smashing Introduction
There’s no set way on how to write an introduction. Lots of people write them in many different ways and these can all do well! This is the best part about English - you don’t have to be writing like the person sitting next to you in order to get a good mark. I personally preferred writing short and sweet introductions, just because they were quick to write and easy to understand.
For example, for the prompt...
“...women are frail too.”
To what extent does ‘Measure for Measure’ examine the flaws of Isabella?
...my topic sentences were...
Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo.
Shakespeare explores the hypocrisy and corruption of Isabella as a flaw, as she deviates from her initially “gentle and fair” nature.
Despite exploring Isabella’s flaws to a large degree, Shakespeare does indeed present her redemption at the denouement of the play.
...and my introduction was:
William Shakespeare’s play, ‘Measure for Measure’ depicts a seventeenth century Viennese society in which disease, misconduct and licentiousness are rife. It is upon a backdrop of such ordeals that Shakespeare presents the character of Isabella, who is initially depicted as of stark contrast to the libertine populate of Vienna. To a considerable extent, ‘Measure for Measure’ does indeed examine the flaws of the “gentle and fair” Isabella, but Shakespeare suggests that perhaps she is not “saint” nor “devil,” rather that she is a human with her own flaws and with her own redeeming qualities.
Instead of rewording my topic sentences, I touched on them more vaguely, because I knew that I wouldn’t get any ‘extra’ points for repeating them twice, essentially. However, if you feel more confident in touching on your topic sentences more specifically - go ahead!! There are so many different ways to write an introduction! Do what works for you!
Body Paragraphs
This body paragraph included my pairing between Angelo and Isabella. My advice would be to continue to incorporate the language used in the prompt. In this paragraph, you can see me use the word “flaw” quite a bit, just in order to ensure that I’m actually answering the prompt, not a prompt that I have studied before.
Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo. Where Angelo is “of ample grace and honour,” Isabella is “gentle and fair.” Where Angelo believes in “stricture and firm abstinence,” Isabella too believes that “most desire should meet the full blow of justice.” This similarity is enhanced by their seclusion from the lecherous society in which they reside. Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, whilst Isabella desires the life of a nun where she “must not speak with men” or “show [her] face.” This depiction of both Angelo and Isabella stresses their seclusion, piety and restriction from the “vice” that the libertine populate is drunk from. However, Shakespeare’s revelation that Angelo is “yet a devil” though “angel on the outward side,” is perhaps Shakespeare’s commentary on absolute stricture being yet a facade, a flaw even. Shakespeare presents Isabella’s chastity and piety as synonymous with her identity, which ultimately leaves her unable to differentiate between the two, as she states that she would “throw down [her] life,” for Claudio, yet maintains that “more than our brother is our chastity.” Though virtuous in a sense, she is cruel in another. Although at first glance, Shakespeare’s depiction of Isabella’s excessive puritanical nature appears to be her virtue, by aligning her with the “devil” that is Angelo, it appears that this is indeed her flaw.
Conclude Your Essay by Dazzling Your Assessor!
My main tip for a conclusion is to finish it off with a confident commentary of the entire piece and what you think that the author was trying to convey through their words (in relation to the topic). For example, in pretty much all of my essays, I would conclude with a sentence that referenced the entire play - for example, how it appeared to be such a polarising play, with largely exaggerated, polarising characters/settings (eg. Angelo and the Duke, or the brothels that stood tall next to the monastery):
Ultimately, Shakespeare’s play ‘Measure for Measure,’ depicts Isabella as a multifaceted character. She is not simply one thing - not simply good nor bad - her character’s depiction continues to oscillate between the polar ends of the spectrum. Although yes, she does have flaws, so too does she have redeeming qualities. Though at times deceitful and hypocritical, she too is forgiving and gentle. Thus, as Shakespeare’s play, ‘Measure for Measure,’ does centre on polarising characters in a polarising setting, perhaps through his exploration of Isabella’s flaws alongside her virtues, he suggests that both the good and the bad inhabit us.
Measure for Measure is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response.
We all love hacks. Life hacks, game hacks, Netflix hacks (wait, what)? They're all fabulous. Even better is when we can use English study hacks - because who doesn't want to make English just that much simpler?
Watched the video above already? Awesome! Keep reading for extra life hacks:
Extra hack #11 - Don’t just write essays.
There is a massive difference between writing an essay for the sake of writing an essay, as opposed to actively learning when applying your skills. If you feel yourself slipping into the dreaded ‘reusing the same evidence for every essay’, or you’ve somehow ended up doing 5 essay prompts based on the same character – STOP RIGHT THERE. Be proactive. You have to keep switching things up. This means constantly trying new prompts that are more challenging than the last and always trying to find new evidence you can use. Yes, there will always be our go-to pieces of evidence we like to use, like our favourite quote or symbol, but change it up often so that you don’t become complacent.
Extra hack #12 – Unique interpretations
The purpose of develop a unique interpretation of a text or film is so that you can demonstrate originality in your thinking and bring something new to the table that teachers have never come across before. After all, if you’re marking 30 essays in a row, you’d get pretty bored reading the same arguments again and again, wouldn’t you? Try to view the text from different lenses – feminist, Marxist, post-colonial perspective – and these will offer you new ways of interpreting the story.
Extra hack #13 – FOCUS
Some books can be very long (and no, we’re not talking about don’t need to go into detail with every single passage. Instead, have a selection of passages throughout the book that you know really well. It’s much better having an in-depth understanding of fewer passages, but produce a sound essay than to have a superficial overview of the book and struggle to write much at all!
English is not easy, but it doesn’t need to be hard either. Adopt only a few of these hacks and see your improvement in English – they really do work! Keep it up!
Black Diggers & The Longest Memory are studied as part of VCE English's Comparative. For one of our most popular posts on Comparative (also known as Reading and Comparing), check out ourUltimate Guide to VCEComparative.
Here, I will be breaking down a comparative analysis. You will get to know exactly how I write one! Specifically, I will be focusing on the two texts, The Longest Memory and Black Diggers. I have also included my own essay as an example to follow through.
But firstly, if you haven't watched our The Longest Memory and Black Diggers introductory video which details themes, characters and more, check it out below:
This is the prompt that I have decided to approach:
‘The hopes and dreams of oppressed characters rarely eventuate.’ How do Black Diggers and The Longest Memory explore this idea?
Let’s break it down!
The Introduction
Firsts things first, we need an introduction. Here is an example of my one:
The hopes and dreams of oppressed individuals can be fulfilled to a certain extent. This degree of fulfilment, however, can ultimately become restricted by the entrenched beliefs and dictations of society; and thus, this process of fulfilment is presented to be difficult and rare to achieve. In Fred D’Aguiar’s novella, The Longest Memory, the hopes and dreams for equality and racial acceptance is revealed to coerce oppressed individuals to subvert social norms, all in an attempt to gain liberty and fairness. Similarly, Tom Wright’s play, Black Diggers, explores the collective yearning of oppressed Indigenous Australians who seek to gain a sense of belonging and recognition in society. Both D’Aguiar and Wright expose how the obstacles of social inequality, deep-rooted prejudice and beliefs can essentially restrict the fulfilment of such desires and dreams.
Okay, now let’s take a closer look at it and see exactly how I constructed my introduction:
The hopes and dreams of oppressed individuals can be fulfilled to a certain extent.
Here, I have immediately addressed the topic question in my first sentence and provided my standpoint.
This degree of fulfilment, however, can ultimately become restricted by the entrenched beliefs and dictations of society; and thus, this process of fulfilment is presented to be difficult and rare to achieve.
In my next sentence, I went on to elaborate about my viewpoint of the prompt. I highlighted how society’s perceptions and beliefs restrict individuals’ hopes and dreams to occur.
In Fred D’Aguiar’s novella, The Longest Memory, the hopes and dreams for equality and racial acceptance is revealed to coerce oppressed individuals to subvert social norms, all in an attempt to gain liberty and fairness.
I then went on to introduce the first text, The Longest Memory. I explained the role of hopes and dreams, and how they drive individuals to gain their own freedom.
Similarly, Tom Wright’s play, Black Diggers, explores the collective yearning of oppressed Indigenous Australians who seek to gain a sense of belonging and recognition in society.
Next, I introduced the second text, Black Diggers, by using the transition comparing word, 'similarly', I briefly explained how Black Diggers is similar to The Longest Memory, in that they both have individuals who have yearnings and desires.
Both D’Aguiar and Wright expose how the obstacles of social inequality, deep-rooted prejudice and beliefs can essentially restrict the fulfilment of such desires and dreams.
I finished off my introduction by addressing the two writers, and the message they convey about hopes and dreams.
Body Paragraphs
Now moving on to the body paragraphs!
In Comparative, there's an emphasis on your ability to draw insightful connections between the two texts. That’s why in How To Write A Killer Comparative, we show you how to use the LSG CONVERGENT and DIVERGENT strategy to identify and discuss unique points of comparison. In the study guide, which has been written by 45+ study scorers, we also explain how to strengthen your comparative discussion through Advanced Essay Paragraph Structures which truly showcase the power of the CONVERGENT and DIVERGENT strategy. You can check it out here.
Here is an example of one paragraph I wrote for my essay:
The ambitions of the oppressed are achieved to a certain extent. However, they are not maintained and thus become restricted due to the beliefs and conventions entrenched in society. D’Aguiar asserts that a sense of liberation can indeed be achieved in the unjust system of slavery, and this is demonstrated through his characterisation of Chapel. His depiction of Chapel serves as a subversion of the conventional type of slave; he is 'half a slave, half the master' and belongs to 'another way of life'. His defiance and rebellion against the dictations of society is exemplified through his speech, which consists of rhythmic and poetic couplets, filled with flowery language; which ultimately challenges the idea of illiterate slaves. D’Aguiar also associates the allusion of the 'two star-crossed lovers' in regards to the relationship between Lydia and Chapel; who were 'forbidden' to 'read together'. Despite this, the two characters take on a form of illicit, linguistic, sexual intercourse with each other, as they 'touch each other’s bodies in the dark' and 'memorise [their] lines throughout'. Here, D’Aguiar illustrates their close intimacy as a form of rebellion against the Eurocentric society, who believed such interrelation between blacks and whites was 'heinous' and 'wicked'. The individualistic nature of Chapel is also paralleled in Black Diggers, where Wright’s portrayal of Bertie expresses the yearning for a sense of belonging. Just like Chapel, Bertie desires free will, and he decides to 'fight for the country'. This aspiration of his however, is restrained by both his Mum and Grandad; who in a similar manner as Whitechapel, represent the voice of reality and reason. Wright employs the metaphor of the Narrandera Show to depict the marginalisation and exclusion of Aboriginal people, as they will never be 'allowed through the wire', or essentially, ever be accepted in Australia. This notion of exclusion is further reinforced through Bertie’s gradual loss of voice and mentality throughout Wright’s short vignettes, as he soon becomes desensitised and is 'unable to speak'. Here, Wright seems to suggest that the silenced voices of the Indigenous soldiers depict the eternal suffering they experienced; from both the horrors of war, but also the continual marginalisation and lack of recognition they faced back home. Consequently, D’Aguiar and Wright highlight how the ambitions of young individuals are limited by the truths and history of reality, and are essentially rarely achieved.
Now let’s take a deeper look into this paragraph:
The ambitions of the oppressed are achieved to a certain extent. However, they are not maintained and thus become restricted due to the beliefs and conventions entrenched in society.
I started my paragraph by briefly explaining how the hopes and dreams of individuals are achieved, but they are not maintained due to social beliefs and conventions.
D’Aguiar asserts that a sense of liberation can indeed be achieved in the unjust system of slavery, and this is demonstrated through his characterisation of Chapel.
I went on to highlight the first text, The Longest Memory, and started to discuss about D’Aguiar’s characterisation of Chapel.
His depiction of Chapel serves as a subversion of the conventional type of slave; he is 'half a slave, half the master' and belongs to 'another way of life'. His defiance and rebellion against the dictations of society is exemplified through his speech, which consists of rhythmic and poetic couplets, filled with flowery language; which ultimately challenges the idea of illiterate slaves.
Here, I provided evidence and emphasised on the language D’Aguiar has used to construct his character of Chapel, and further explained how he did it in order to portray Chapel as non-standard type of slave.
D’Aguiar also associates the allusion of the 'two star-crossed lovers' in regards to the relationship between Lydia and Chapel; who were 'forbidden' to 'read together'. Despite this, the two characters take on a form of illicit, linguistic, sexual intercourse with each other, as they 'touch each other’s bodies in the dark' and 'memorise [their] lines throughout'.
I continued to discuss about the relationship between Lydia and Chapel, as they are both characters who defied society’s expectations and ideals.
Here, D’Aguiar illustrates their close intimacy as a form of rebellion against the Eurocentric society, who believed such interrelation between blacks and whites was 'heinous' and 'wicked'.
I have highlighted D’Aguiar’s characterisation of Chapel and Lydia, and further explained how he uses their relationship to demonstrate defiance and rebellion against society.
The individualistic nature of Chapel is also paralleled in Black Diggers, where Wright’s portrayal of Bertie expresses the yearning for a sense of belonging.
Then, I have addressed the second text by discussing the similarity between the characters of Chapel and Bertie.
Just like Chapel, Bertie desires free will, and he decides to 'fight for the country'. This aspiration of his however, is restrained by both his Mum and Grandad; who in a similar manner as Whitechapel, represent the voice of reality and reason.
I explained the similarities between Chapel and Bertie, but also included some comparisons with Mum and Grandad and Whitechapel.
Wright employs the metaphor of the Narrandera Show to depict the marginalisation and exclusion of Aboriginal people, as they will never be 'allowed through the wire', or essentially, ever be accepted in Australia.
I went on to explain how Wright used the construction of a metaphor, to convey the marginalisation and exclusion Aboriginal people faced.
This notion of exclusion is further reinforced through Bertie’s gradual loss of voice and mentality throughout Wright’s short vignettes, as he soon becomes desensitised and is 'unable to speak'.
I have further emphasised how Wright characterised Bertie to become silent throughout the play.
Here, Wright seems to suggest that the silenced voices of the Indigenous soldiers depict the eternal suffering they experienced; from both the horrors of war, but also the continual marginalisation and lack of recognition they faced back home.
I explained Wright’s portrayal of the silent Indigenous soldiers, in which he conveyed their exclusion and lack of recognition in society.
Consequently, D’Aguiar and Wright highlight how the ambitions of young individuals are limited by the truths and history of reality, and are essentially rarely achieved.
I ended my paragraph by explaining how both of the writers reveal how the ambitions of individuals are rarely achieved due to the truth of reality.
The Conclusion
And lastly, we need to end our comparative analysis with a conclusion. Here is my conclusion:
D’Aguiar and Wright both illustrate oppressed individuals fighting against the beliefs and conventions of society; in order to gain their freedom and achieve their hopes and dreams. However, both reveal the harsh truths of reality that ultimately inhibit and restrict the capacity of people’s ambitions. D’Aguiar and Wright compel their readers to try and grasp an understanding of the past of slaves and Aboriginal soldiers, in order to seek remembrance and closure of this fundamental truth. They both convey the need for memories and the past to never be forgotten; and instead remembered and recognised in history.
Here, I will explain how I constructed my conclusion:
D’Aguiar and Wright both illustrate oppressed individuals fighting against the beliefs and conventions of society; in order to gain their freedom and achieve their hopes and dreams.
I begin my conclusion by explaining the similarities between the two writers, in which they both presented oppressed individuals who desire freedom and have defied social beliefs.
However, both reveal the harsh truths of reality that ultimately inhibit and restrict the capacity of people’s ambitions.
I then further emphasised how Wright and D’Aguiar convey the message that hopes and dreams are restricted due to the truths of reality.
D’Aguiar and Wright compel their readers to try and grasp an understanding of the past of slaves and Aboriginal soldiers, in order to seek remembrance and closure of this fundamental truth.
I elaborated on the message that both writers conveyed to their audience, in which they wanted their readers to acknowledge the history and truth of slavery and war.
They both convey the need for memories and the past to never be forgotten; and instead remembered and recognised in history.
I ended my paragraph by highlighting the main purpose of the texts and the writers’ intention; which was to convey to their audience the significance of memories, and the need for the past to be remembered and recognised in history.
And that’s all folks! That’s the total rundown of my comparative analysis. I hope you were able to learn a thing or two from this article. Now, go on and begin writing!
Get exclusive weekly advice from Lisa, only available via email.
Power-up your learning with free essay topics, downloadable word banks, and updates on the latest VCE strategies.
Thank you! Your submission has been received!
Oops! Something went wrong while submitting the form.
latest articles
Check out our latest thought leadership on enterprise innovation.