Go ahead and tilt your mobile the right way (portrait). The kool kids don't use landscape...
When did you start your McDonald’s job?
I started at Macca’s when I was fifteen! This meant that by the time Year 12 came around, I was pretty accustomed to balancing work, school and my other commitments.
How did work fit in with school and social life?
I was lucky because I had a good relationship with the management team and my rostering manager in particular. So, I was able to have an open and honest conversation with them about work arrangements for the year and I could trust that the shifts assigned to me would be appropriate for fitting in with all of my other commitments.
How did you organise your workload with your roster manager?
It was pretty straightforward! I had a conversation with my rostering manager about the year and we decided that 10-12 hours would be a manageable amount for me. This ended up being around 2 shifts per week!
Would your social life work around McDonalds?
Definitely! I would usually work Thursday or Friday nights and Saturday mornings. So, this allowed me to see my friends on Saturday nights and Sundays. I would be really strict in not making any commitments (if possible) on Sundays because it was my one day per week to do whatever I felt I needed to alleviate stress and prepare for the week ahead.
What did you do when you had to do more hours than you were comfortable with?
There were a few things I could have done if this happened.
Getting my shifts covered or swapping them for days that worked better for my schedule
Speaking to the management team and if no action was taken, escalating it to a higher level
I’m pretty lucky with where I work so I was always able to trust they would work towards my best interest, especially throughout Year 12!
How did you respond to last-minute plans?
It’s funny you ask, actually! I actually heard some advice that recommended if an opportunity comes up to do something you like with your friends, to take it. The reason being, that often if you try to plan out a time to see friends in advance, they might not be free, so if you can rework your schedule, I’d recommend taking up the offer and then the studying and homework can easily be done at another time. I’m not recommending that you neglect your schoolwork, I’m recommending that you do your schoolwork once you’ve given yourself a couple of hours a week to take care of yourself — it’s so important to prevent burnout!
How did going out help you to be more productive?
I found that if I saw my friends and had a few laughs with them (at an appropriate time!) it would rejuvenate me so much more effectively than taking a 30 minute break at home. Obviously I wouldn’t accept an invitation to go out for dinner with some mates if I was in the middle of completing a practice exam, but, for example if I’d been studying for four hours straight, seeing my friends would be a perfect opportunity to freshen up my mind and relieve some stress.
How would you organise your work hours depending on your study load?
It was pretty simple, actually! I would look at my SAC schedule and other school commitments in my diary and then roster off the days in the lead up to SACs, etc.
How did you manage work during the exam period?
I actually took 6 weeks of annual leave from work in the lead up to, and during exams. But, I didn’t study all the time, despite having a lot of free time. I obviously studied quite a bit, but I also used any spare moments to see friends and do things I liked to alleviate stress and reduce the risk of my impending burnout!
How long after your exams did you start working again?
I went away for about a week and then I started working a few days after I got back.
Do you have any advice on work/study/life balance?
Be honest with yourself, know what works for you and know your limits. The key factor that enabled me to have an effective work/study/life balance was knowing myself and my needs educationally — from experience, I knew how many days I needed to prepare and what I needed to do to prepare for SACs in the most effective ways!
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Wondering what VCAA examiners might be looking for in a high-scoring essay? Each year, the VCE EAL Examination Reports shed light on some of the features that examiners are looking for in high-scoring responses for the Listening and Language Analysis sections of the EAL exams. Let's go through 5 key points from the reports so that you know how to achieve a 10/10 yourself.
For advice on how you can apply the VCE EAL Examination Reports to strengthen your skills in the listening section, see Tips on EAL Listening.
Tip #1 Analyse How the Overall Argument Was Structured
‘The highest-scoring responses analysed argument use and language in an integrated way. Some responses used a comparative approach that analysed arguments and counter arguments from both texts in the same paragraph. However, only comparatively few responses focused on how the overall argument was structured.’
So how do we write about/analyse ‘how the overall argument was structured’?
To save time during the exam, we can adopt templates that can help us transfer our thoughts into words in a fast and efficient way. You can construct your own templates, and you may want to have various templates for various scenarios or essays. Below, I have provided a sample template and I’ll show you how you can use this template in your own essays.
Sample Template
(AUTHOR)’s manner of argument is proposed in real earnest in an attempt to convince the readers of the validity of his/her proposal of...by first…and then supplying solutions to...(DIFFICULTIES), thus structuring it in a logical and systematic way.
The above template ONLY applies to opinion pieces that satisfy these 2 rules:
The opinion piece commences by presenting the ‘bad effect/consequence/situation’ of the topic
The opinion piece supplies the solution to resolve the ‘bad effect/consequence/situation’ of the topic
For example, say the author, John White, contends that plastic bags should be banned and does so by:
commencing the piece with the fact that plastic bags can travel long distances by wind and water. They litter our landscapes, float around in waterways, and can eventually end up in the oceans, ultimately polluting the ocean and posing a threat to marine animals
then supplies solution to ban plastic bags
When we use our template here, the intro may look like this - note that I’ve bolded the ‘template’ parts so you can clearly see how the template has been used:
John White’s manner of argument, proposed in real earnest in an effect to convince the readers of the validity of his proposal of banning plastic bags by first exposing the deleterious nature of these bags to our environment and natural habitat and thensupplying solutions to ban plastic bags, putting it in effect in a logical and systematic way.
‘Students are encouraged to use the key words in the questions as a focus for their listening...Short-answer questions require concise and precise answers. Responses that demonstrated understanding provided what was asked for without including extraneous information.’
Some students tend to add unnecessary information in their answers. Although the answers are correct, they will NOT earn you any extra marks. Listening answers should NOT be a mini essay. Writing irrelevant information will not only waste time but may also compromise the accuracy and overall expression of your response.
Tip #3 Practice Makes Perfect
The examination reports frequently point out that students struggle with identifying and describing the tone and delivery. For example, the 2017 VCAA EAL Examination Report states:
‘Identifying tone and delivery is challenging for students and emphasis on this is needed...Students are encouraged to use the key words in the questions as a focus for their listening’.
The good news is, just like most skills, listening and identifying the tone can both be improved with practice. In fact, VCAA acknowledges the importance of daily practice as well.
‘Students need to develop their critical listening skills both in and outside of the classroom. They are encouraged to listen, in English, to anything that interests them – current affairs, news, documentaries and podcasts can all be useful.’(2017 VCAA EAL Examination Report)
Practicing listening does not necessarily mean sitting down and doing Section A questions; it can be as simple as talking with classmates, teachers, neighbours, friends from work, church, etc.
Take a look at our EAL Listening Practice and Resourcesfor a comprehensive list of external resources for practicing listening and a step-by-step guide on how to use them!
Tip #4 How To Formulate a Cohesive Response?
VCAA encourages us to write answers that make sense to the reader and are grammatically correct. Make sure you do address, and ONLY address, what the question is asking, because marks will not be rewarded for redundant information.
‘Short answer questions require concise and precise answers. Responses that demonstrated understanding provided what was asked for without including extraneous information. Expression skills need to be sufficiently controlled to convey meaning accurately.’ (2017-2019 VCAA EAL Examination Report)
HINT: This may sound super simple, but a lot of EAL students struggle with it. If you do, you are definitely not alone. Some students seek to use complicated words and/or sentence structures, but we should not compromise clarity over complexity.
Tip #5 Use a Range of Precise Vocabulary
VCAA acknowledges the importance of sophisticated vocabulary. This phrase ‘analysis expressed with a range of precise vocabulary’ has been repeatedly used to describe high-scoring essays in the examination reports from 2017 onwards
Below is a listof commonly misspelled, misused and mispronounced words. If you don’t know the meaning of a word, check out Collins Online Dictionary for definitions OR you can use a physical copy of the Collins Dictionary (which you are allowed to bring into the exam and SACs).
Words That Look the Same/Have Super Similar Spelling:
Abroad vs. Aboard
Adapt vs. Adopt vs. Adept
Affect vs. Effect
Altar vs. Alter
Angel vs. Angle
Assent vs. Ascent vs. Accent
Aural vs. Oral
Baron vs. Barren
Beam vs. Bean
Champion vs. Champagne vs. Campaign
Chef vs. Chief
Chore vs. Chord
Cite vs. Site
Compliment vs. Complement
Confirm vs. Conform
Contact vs. Contrast vs. Contract
Contend vs. Content
Context vs. Content
Costume vs. Custom
Counsel vs. Council vs. Consul
Crow vs. Cow vs. Crown vs. Clown
Dairy vs. Diary
Decent vs. Descent vs. Descend
Dessert vs. Desert
Dose vs. Doze
Drawn vs. Draw vs. Drown
Extensive vs. Intensive
Implicit vs. Explicit
In accord with vs. In accordance with
Later vs. Latter
Pray vs. Prey
Precede vs. Proceed
Principal vs. Principle
Sweet vs. Sweat
Quite vs. Quiet
For an overview of the EAL study design plus tips and tricks for reading comprehension, time management and more, check out The Ultimate Guide to EAL.
2022 Update: Check out our TikTok and YouTube channel for the latest GAT updates and how you can succeed even without study!
Part 1: Why the GAT Matters and How To Use It to Your Advantage
The General Achievement Test (GAT) is a 3 hour assessment based on your general knowledge ranging from English, mathematics and humanity topics. The general vibe seen from the majority of VCE students is that they aren’t really too sure why they have to take part in this ‘exam’ and as a result, most have little care for it. However, the GAT is an important component in the VCE assessment process. Let’s see why:
1. Standardising how teachers grade your SACs between different schools
Have you ever talked to your friend from another school and realised how unfair it was that their SAC length for the same assessment was twice the amount of time you had for your SAC? Or that perhaps they received the English prompt a week prior to the SAC, rather than during the SAC like you did? Well, this type of this discrepancy can be compensated by the GAT as it helps to eliminate any biases from school to school. This means that ultimately, when SAC marks contribute to your overall study score, you can be sure that your grades have been fairly compared to all other VCE students across the state. This also means that as a whole cohort, the students undertaking VCE at your school should all try to do their best because a better outcome will reflect better on the school’s grading system.
2. Ensuring that your exam marks at the end of year reflect your level and skills
All end-of-year papers are checked twice by two different assessors who independently give you a score for your exam. Now if they both give you a similar score then great, your exam has been marked. If not, a third assessor will then look at your exam in order to reach an agreement. Then, there is a last check against your GAT mark. If it so happens that your exam mark is much lower than what your GAT mark anticipated you to obtain – in other words, if you received a high GAT mark which demonstrates your strong skills in English, mathematics, science or humanities depending on the subject in question, then the paper will be reassessed again. So, if you do well in the GAT and receive an excellent score and for some reason you under-perform in the exam, then the GAT mark can help lift up your score. If your GAT mark is relatively low, then it probably can’t help you, despite you receiving an unexpected low exam grade. Thus, the GAT mark will only ever help you, it can never bring your mark down. That’s another reason why you should try to do well.
3. Derived Examination Score (DES)
Some students apply for a DES when they experience hardship during their VCE exam period such as personal trauma or an accident. In such situations, the GAT is compared with their exam mark to see whether or not the student demonstrated their full potential or if they under-performed because of their current situation. Again, if the student received a lower exam mark but has a high GAT score, it can mean that perhaps the student didn’t do as well as they could have, and thus, their grade may be boosted upwards. Many students believe that they are immune to anything happening to them before or during the exams, but you never know. You may as well take advantage of what VCAA is offering you – basically a ticket to a better ATAR if you’re ever in need.
Now knowing all this, it is often said that there is no preparation required for the GAT. Of course, if you are the type who would like to fit in some practice before the real thing, then have a look at the GAT archive available on the VCAA website. While you may not need to ‘study’ for the GAT, it is definitely worth knowing how you can best approach the examination in order to maximise your score outcome.
Part 2: How To Perform Well in the GAT (Without Study)
In Part 1 above we discussed why it’s important to aim for your best in the GAT, so now we’ll discuss how you can actually go about doing this. As you know, there are two writing components in the GAT – Writing Tasks 1 and 2, as well as 70 multiple choice questions (MCQ). This post will break down both the writing components and offer you handy tips on how you should approach these tasks in order to maximise your GAT score and potentially increase your overall ATAR.
Organising your time:
VCAA suggests 30 minutes for both Writing Tasks 1 and 2 leaving the remainder of your time for 70 multiple choice questions. If you are happy with this approach then by all means go for it. However, considering that English is definitely in your top 4 subjects that contribute significantly to your ATAR, it is worth investing more of your time on the Writing Tasks. Generally, most students spend around 1 minute per multiple choice question which should therefore, only take around 70 minutes to complete the MCQ section. If we bear in mind that some MCQs will be more complex than others, say we dedicate an extra 20 minutes for MCQ, meaning that you should complete the whole MCQ section in around the 90 minutes mark. This means that you can spare an extra 45 minutes for both Writing Tasks, which is definitely worth the investment since you’ll have the chance to write more thoughtful and lengthy pieces. Strategically, this is a good approach for any student studying an English subject – which is well, everyone.
Writing Task 1:
What is it?
Writing Task 1 usually presents you with one or several images along with an abundance of information about a particular topic – don’t be surprised if you don’t know much or anything in regards to the topic chosen either. Over the past few years, content that has popped up in the GAT includes Mt. Everest, wolves, the ocean and more. Below is an image of what you should expect:
Image Source: VCAA GAT Examination 2013
Instructions for Writing Task 1:
'Consider the information on these two pages. Develop a piece of writing presenting the main information in the material. You should not present an argument. Your piece will be judged on:
• how well you organise and present your understanding of the material,
• your ability to communicate the information effectively, and
• how clearly you express yourself.'
What is it really asking you to do?
To write a creative piece utilising the information available in Writing Task 1. When students read the instructions, they find that it is rather vague and therefore, they aren’t too sure on how to tackle the writing piece. The worst thing to do, which unfortunately a lot of students fall into the trap of doing, is to simply write a long-winded essay literally regurgitating the information from the GAT sheet. Instead, in order to demonstrate fantastic organisational skills and ‘communicate the information effectively’, you should aim to create something unique and interesting – for example, for the 2013 GAT on the topic of radios, you could take on a radio host persona or perhaps the persona of someone working behind the scenes at the radio station. This will be an excellent way of executing your writing piece.
Writing Task 2 consists of four statements on a contentious issue. Some of the issues raised in the past have included: are the elderly wiser than the young?, Who are our heroes?, Whether or not material possessions leads to happiness and more. Below is an example from the 2013 GAT:
Image source: VCAA GAT examination 2013
Instructions from Writing Task 2:
'Consider the statements below. Based on one or more of the statements, develop a piece of writing presenting your point of view. Your piece of writing will be judged on:
• the extent to which you develop your point of view in a reasonable and convincing way, and
• how effectively you express yourself.'
What is it really asking you to do?
To write a persuasive piece debating the topic using one or more of the statements to support your opinion. This means that you can either choose to focus on one of the statements and base your entire contention on that one statement, or alternatively, choose two or more statements as a basis for different arguments (if you wanted to write from a more balanced point of view). Options on how to present the piece include: opinion article, speech, blog post, etc. Remember to include language techniques such as rhetorical questions and inclusive language, as this is expected in a persuasive piece. It’s also a good idea to include examples from current affairs, events or people in history, or even your own personal experiences to add some extra flavour to your piece.
Remember that the GAT can only help you improve your VCE mark, it can never bring you down – so make the effort and try your best! Good luck!
English Language is 1 of the 4 different English subjects that are offered as part of the Victorian Certificate of Education (VCE). In this subject, you’ll explore how individuals and groups of various identities use different varieties of English, and how this ties in with reflecting their values and beliefs. English Language will provide you with a substantial understanding of the impact language has on societies, what it communicates about ourselves and the groups that we identify with, and how societies in turn can also influence language.
If you’re feeling uncertain about what exactly this subject entails, don’t worry! Let’s go through what’s involved in each unit, and what you’re expected to do in each.
2. VCE English Language Study Design
Note: The study design contains a metalanguage list for Units 1 & 2 and for Units 3 & 4. They’re pretty similar, except the Units 3 & 4 list includes several new features, such as the addition of patterning (phonological, syntactic, and semantic), as well as a significant addition to the discourse subsystem (coherence, cohesion, features of spoken discourse, and strategies of spoken discourse).
Unit 1
Area of Study (AoS1)
AoS1 is called ‘the nature and function of language’. You’ll learn about the functions of different types of texts, the differences between spoken and written texts, how situational and contextual factors can influence texts, and most importantly, you’ll learn about metalanguage as per the Units 1 & 2 metalanguage list.
Area of Study (AoS2)
AoS2 is called ‘language acquisition.’ Here, you’ll learn about theories various linguistics and sociologists have proposed regarding how children acquire languages. Furthermore, you’ll also cover how second languages are acquired. One of the most important skills you’ll pick up in this AoS is how to apply metalanguage in discussions and essays.
Unit 2
AoS1
English Across Time’, will provide you with a historical context for how we have achieved the form of English that we use today. You’ll learn about the processes which led to the development of Modern English from Old English, the changes this had on all the subsystems (learn about the syntax subsystem here), and the various attitudes that are held towards linguistic change.
AoS2
‘Englishes in contact’, you will learn about the processes which have led to the global spread of English, the intersections between culture and language, and the distinctive features of pidgins, creoles and English as a lingua franca.
Unit 3
AoS1
‘Informal language’, will give you an understanding of the roles of informal language in the contemporary Australian context. You’ll learn about what makes texts informal, how this differs for spoken and written texts, and what social purposes can be achieved through informal language - such as maintaining or threatening face needs, building intimacy or solidarity, creating an in-group, or supporting linguistic innovation.
AoS2
‘Formal language,’ will provide you with a detailed insight of what makes texts formal, distinguishing features for spoken and written texts, and what social purposes can be achieved through formal language - such as reinforcing authority, establishing expertise, clarifying, obfuscating, or maintaining and challenging positive and negative face needs.
In both of these AoS, you’ll be applying the Units 3 & 4 Metalanguage in your short answer responses and analytical commentaries. The additional metalanguage is typically taught in Term 1 of year 12, while you learn the content for Unit 3.
Unit 4
AoS1
‘Language variation in Australian society,’ is a detailed study on how both standard and non-standard Australian English are used within contemporary society. You’ll learn about how identity is constructed through language, how varieties of English vary by culture (such as ethnolects or Australian Aboriginal English), and the attitudes that are held towards different varieties by different groups.
AoS2
In ‘Individual and group identities’, you’ll look at how language varies by different factors, such as age, gender, occupation, interests, aspirations, or education, and how these factors all contribute to our identities. You’ll learn more about in-groups and out-groups, and how they can be created and maintained through language. Furthermore, you’ll learn about the relationship between social attitudes with language, and how language can be shaped by, but also influence, social attitudes and community expectations.
For more information, have a look at the study design.
3. What's Involved in the Exam?
The Year 12 Exam involves 2 hours of writing time and 15 minutes of reading time. It has three sections:
Section A: 15 marks (It is recommended that you spend approximately 20-25 mins in this section)
Section B: 30 marks (It is recommended that you spend approximately 40-45 mins, and write 600-700 words)
Section C: 30 marks (It is recommended that you spend approximately 45-50 mins, and write 700-800 words)
Make sure you have a read through of the assessment criteria for each section.
Section A
Section A is 15 marks of short answer questions. You are given a text, and you’re required to respond to questions about the stylistic and discourse features used in the text, while ensuring that you’re demonstrating a detailed knowledge of metalanguage through carefully selecting relevant examples from the text.
A strong understanding of the metalanguage is really important, both in terms of knowing the meanings of each metalinguistic term, and also in knowing which category each term fits under (For example, knowing that inference is part of coherence and not cohesion). Therefore, it is important that you learn your metalanguage in terms of what each terminology means, and also in terms of which category each term fits into.
As a general guide:
1 mark – one idea or one example or one explanation
2 marks – one idea plus one or two examples with explanations
3 marks – two ideas plus one or two examples of each with explanations
4 marks – two or three ideas plus one or two examples of each with explanations
5 marks – three ideas plus one or two examples of each with explanations
One of the biggest mistakes students make here is not reading the questions properly. Students sometimes miss how many examples the questions specifies to identify (this information is often given as ‘identify 2 examples’ or ‘identify the purposes’ as plural), forget to check how many marks a question is, or mix up certain metalanguage terms, such as confusing sentence types with sentence structures. So, be very careful in answering these questions.
Here are some examples of short answer questions that have come up in past VCAA exams:
[Question 2, 2017 VCAA] - Identify and comment on the use of two different prosodic features. (4 marks).
Here, you would identify 2 different prosodic features (pitch, stress, volume, intonation, or tempo), and discuss what effect they have on the text, taking contextual factors into consideration. For example, stress could be used to draw emphasis, or intonation could influence the emotion conveyed.
[Question 1, 2015 VCAA] - What sentence types are used in lines 15 to 36? How do they reinforce the purposes of this text? (3 marks)
Here, you would identify the relevant sentence types (declaratives, imperatives, interrogatives, and exclamatives), and explain their role in the text. You would also want to ensure that your explanations are specific to the context of the text.
[Question 9, 2010 VCAA] - Discuss the function of two different non-fluency features between lines 70 and 96. (4 marks)
Here, you would identify two non fluency features (such as pauses, false starts, repairs, repetition) and give a 1 sentence explanation of its role or what it indicates.
[Question 1, 2012 VCAA] - Identify the register of the text. (1 mark)
This question is quite straightforward, and you could use terms such as formal, informal, predominantly formal/informal in your response.
[Question 4, 2012 VCAA] - How does the verb tense in lines 9–34 support the purpose of this section of the text? (2 marks)
Here you would identify whether the verb tense is in past, present, or future tense, and explain why it has been used in that way based on the contextual factors.
[Question 3, 2017 VCAA] - Using appropriate metalanguage, identify and explain two specific language features that reflect the speaker’s identity.(4 marks)
Here, you can pick examples from any subsystem that relate to the speaker’s identity, such as jargon, colloquialisms, semantics of certain jokes, expletives, or pejoratives.
Note: The exams prior to 2012 have 2 sets of short answer questions, because analytical commentaries weren’t a part of the exam back then. This leaves you with lots of practice questions! However, do keep in mind that the metalanguage lists differed and certain features were categorised in different ways. For example, Question 2 from the VCAA 2013 exam asks you to talk about prosodic features, however, in the examiner’s report, pauses are suggested as an option. We know that in the present study design, pauses are classified as features of spoken discourse, under the discourse subsystem, whereas prosodic features are classified under the subsystem of phonetics and phonology.
Section B is an analytical commentary (AC) worth 30 marks. The introduction for an AC is an explanation of the contextual factors, the social purpose, and the register, of the text. In the body paragraphs (generally three), you group your examples from the text by themes, and explain their roles.
There are two main approaches for body paragraphs; the sub-system approach, and the holistic approach. In the sub-system approach, you would organise your examples so that each paragraph is addressing a specific subsystem. For example, your AC could be composed of the introduction, and then a paragraph on lexicology, one on syntax, and one on discourse. This approach is easier for when you’re starting out with ACs, but one of the issues with it is that you end up limiting yourself to just one portion of the text for the one paragraph. In the holistic approach, you would typically do a paragraph on social purpose, register, and discourse. In this approach, you are able to group examples from multiple subsystems and talk about how they work together in achieving specific roles in the texts.
Make sure you’re attempting a range of different types of texts, such as, opinion pieces, recipes, oaths, editorials, advertisements, eulogies, social media posts, public notices, television transcripts, radio transcripts, letters, speeches, legal contracts, conversations, narratives, and more.
For more information, have a look at this video:
Section C
Section C is an essay worth 30 marks. There are a range of topics that can potentially come up in the exam, and it is really important that you practice writing a variety of essays.
In essays, it is really important to ensure that you set out a clear contention in your introduction. This will basically tell the assessor what point you’re making in your essay, and it’ll also help you remember which direction to take your essay. After your contention, you need to signpost your ideas. This means that you need to summarise what 3 points you are stating in your body paragraphs.
Here’s an exercise which is really helpful in refining introductions - When you’re writing your contention, write “In this essay, I will argue that [Insert contention]. I will do this by stating the following points [Insert signposting].” When you’re happy with your introduction, you can remove the underlined parts. This will help you really understand how the roles for contentions and signposting differ. You’ll also thoroughly understand what position you’re taking in the essay.
The body paragraphs follow TEEL structure. You begin with your topic sentence, state your evidence, explain it, and then link it back to your contention. You have three options for the type of evidence that you’ll use (stimulus material, contemporary examples, and linguist quotes), and it's important to use a combination of them. According to the exam rubric, you have to be using at least 1 piece of stimulus material. Contemporary examples should ideally be from the current year and the previous. Linguist quotes don’t have time restrictions but it’s a good idea to try and find recent ones.
One of the most important things in body paragraphs is to make sure that you’re able to link your example back to your contention. If you’re unable to do this, it means that your examples aren't relevant to the points that you’re trying to make.
In your conclusion, you need to ensure that you don’t introduce any new examples or points. The role of the conclusion is to summarise and reinforce your points and your overall contention.
Having a study timetable will make studying much less stressful than it needs to be. In your timetable, make sure you are allocating enough time for all of your subjects, as well as time for rest, extra-curricular activities, work, and socialising. A realistic time-table will also mean that you’re less likely to waste time trying to decide which subjects to study for. For example, every Sunday, you could spend 15 minutes planning out your week based on which assessments you have, and which subjects you would like to give time to. This becomes especially useful in SWOTVAC, where you’ll be responsible for ensuring you’re spending enough time on each subject whilst also balancing everything else outside of school.
Here are some extra resources to help you with time management:
Consistently revising metalanguage is one of the most important study methods for English Language.
The basics of metalanguage are covered in Unit 1. Make sure you keep a clear set of notes for this content so that you’re able to look back on it to revise throughout the year. Before the year 12 year begins, you want to make sure that everything in the year 11 metalanguage list makes sense to you. Spending the summer holidays before year 12 begins in reinforcing the basics will help you throughout year 12, as you’ll be able to pick up on the new metalanguage much faster. One of the first things you'll cover is coherence and cohesion, so if you would like to get a head start, have a look at this post.
Throughout year 12, consistently revising metalanguage will be your responsibility. It is likely that you’ll be spending a greater proportion of class time in learning content, and writing short answer responses, analytical commentaries, or essays. Therefore, it’s really important to figure out a way that works best for you in being able to frequently revise metalanguage. Flashcards are pretty useful for revision, as well as making mind maps so that you’re able to visualise how everything is set out in the study design.
One issue students run into is that they’re able to define and give examples for metalanguage terms, however, they are unable to understand how it fits in in terms of the categories under each subsystem. For example, a student is able to remember what a metaphor is, but unable to recall that it fits under semantic patterning. Similarly, a student may know what a pause is, but not know if it’s part of prosodic features or discourse features. It’s important to know what all the categories are, because the short answer questions usually ask for you to identify features under a particular category. Therefore, spending time on just revising the definitions alone isn’t sufficient in learning metalanguage. You also need to be able to ensure that you can recall which category each term fits under.
Reading the News
For the essay, you’re required to use contemporary media examples as evidence (alongside stimulus material and linguist quotes). It’s really important for you to begin this process early so that you’re able to start using examples in essays as early as possible. For tips on how to find, analyse and store your examples, see our post on Building Essay Evidence Banks for English Language.
Having an awareness of Australia’s historical, political, and social context, will provide you with a more comprehensive perspective of the contemporary examples. So, if you don’t already do this, try to develop a habit of reading the news (The Conversation or The Guardian are a good place to start). Television programs like Q and A, The Drum, and Media Watch, will help you understand the Australian context, and often these programs will also discuss the roles of language, which directly links with what you're looking for as essay examples. It’s especially important to start early, and to build these skills over time, so that you are able to develop a holistic foundation.
Extra Practice Pieces and Seeking Feedback
Doing extra practice pieces is a really effective way to develop and refine your analytical skills. Make sure you receive feedback for all your work from your teacher or tutor, as it’s the only way you'll know if you’re going in the right direction.
If you’re short on time, even writing up AC or essay plans, or just doing 1 paragraph, is an effective way to revise.
Learning Quotes and Examples
Memorising several pages full of linguist quotes and contemporary examples may seem daunting at first, but once you begin using them in essays, they’ll become much easier to remember. Right from the beginning of yr12, make sure you set up a document to compile your linguist quotes and examples into subheadings. For example subheadings such as ‘cultural identity,’ ‘jargon,’ ‘hate speech,’ ‘free speech,’ or ‘Australian values’ will make it easier for you to navigate your notes when you're planning your essays.
If you start early, you’ll be able to remember everything bit by bit as you progress through the year, which is definitely easier than trying to remember the evidence the night before the assessment. Additionally, you’ll be ready with quotes and examples as soon as you begin essays in class, so you’ll be able to use your examples earlier, hence learn them earlier, and therefore be able to memorise your quotes and examples in advance. If you’re in year 12 and you’re nearing the end of the year and still struggling to memorise your examples and quotes, try using flashcards to remember your evidence. Make sure you’re doing a range of essays on different topics so that you’re able to apply and analyse your evidence.
Learning From Your Mistakes
It can be pretty disheartening to make the same mistakes repeatedly and continue to lose marks. So, compiling the mistakes that you make throughout the year in a separate notebook or document is a fantastic way to keep track of the key things you need to remember. You’ll also be less likely to repeat those mistakes.
Group Studies
Studying in groups for English Language is a highly effective way to refine your understanding of the content, and see different perspectives in the way certain ideas can be applied. Revising metalanguage and testing your friends on their knowledge can be a light and engaging way to ensure you and your friends are on the right track. Sharing the ways you and your group have approached a specific AC is also an effective way to learn about different approaches. Discussing essay topics is a useful way in refining your arguments, as you’ll be exposed to different opinions and be able to work on ensuring that your arguments are relevant and strong.
Language is fundamental to identity and consequently we draw on our linguistic repertoire to project different aspects of our identity according to context. Discuss this statement in the contemporary Australian context with reference to at least two subsystems in your response.
(This essay topic relates to Unit 4 - AoS1, ‘Language variation in Australian society.’)
Introduction
Language plays a pivotal role in establishing and communicating various facets of identity. As such, individuals can alter their linguistic repertoire to establish in-group membership. Teenspeak is an effective mechanism in expressing teenage identity, but can also be used by the older generation to appeal to young people. Code switching between ethnolects and standard Australian English further illustrates how individuals can manipulate their linguistic choices to suit their environment, whilst simultaneously reflecting ethnic identity . Furthermore, jargon plays a critical role in establishing professional identity and signifying expertise or authority. Consequently, linguistic choices are capable of expressing diverse and multifaceted identities.
Body Paragraph
Teenspeak is capable of expressing identity and establishing in group membership amongst teenages, however it can also be used by those in the out-group to appeal to teenagers. Professor Pam Peters asserts that “Teenagers use language as a kind of identity badge that has the effect of excluding adults." Consequently, teenagers are able to establish exclusivity and in-group membership. Bakery owner Morgan Hipworth, who largely has a teenage following and is a teenager himself, employs teenspeak in a video recipe, where he responds to the question ‘Can you make a 10 layer cheese toastie?’ with ‘Bet, let’s go.’ Through using the teenspeak term ‘bet,’ Hipworth is able to relate and connect with his young audience while further asserting his identity as a teenager. This demonstrates how teenspeak can be effective in both establishing in-group membership, and expressing identity. Similarly, Youtuber Ashley Mescia’s extensive use of teenspeak initialisms in Instagram captions, such as ‘ootd’ for ‘outfit of the day,’ ‘grwm’ for ‘get ready with me,’ and ‘ngl’ for ‘not gonna lie,’ allows her to connect with her predominantly teenage following, thus allowing her to establish solidarity and in-group membership. This further indicates that teenspeak is an effective mechanism in expressing identity and building in-group membership. In contrast, teenspeak can also be used by older people in an effort to appeal to teenages. For example, in 2019, ABC’s Q and A host Tony Jones ended a promotional video for an opportunity for high-school students to appear on the panel with ‘It’s gonna be lit fam.’ This was done in an effort to appeal to younger people by exploiting the notion that it is often seen as cringeworthy when older people use teenspeak. Linguist Kate Burridge asserts that “older people using contemporary teen slang often sounds insincere and phoney,” and Jones was aware of this, however his purpose was to appeal to this to be able to further promote the video. Therefore, teenspeak is effective in both establishing in-group membership and expressing identity, and also appealing to the in-group and a member of the out-group.
Manipulation of language (obfuscation, doublespeak, gobbledegook)
Politeness strategies and social harmony
Language in the public domain; public language
Linguistic innovation
How language represents or shapes social and cultural, values, beliefs, attitudes
How language can express identity
Other functions of language, such as recording, clarifying, entertaining, promoting, persuading, commemorating, celebrating, instructing, informing
5: Attitudes to the Varieties
6: Language Change
Although language change features more heavily in Units 1 & 2, it is still important to be aware of how language is changing in everyday lives to reflect social needs, attitudes and values. Consider the following:
Australian English and its development and evolution over time
Taboo, swearing and dysphemism and the role of changing social values
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 😊
Fact: There are so many brilliant minds out there with vocabularies that canwowthe pants off examiners in seconds.
Fact: We have all felt intimidated at some stage of this race by these kids, but here’s the craziest fact of them all….
Fact: You can be one of them.
Do you really believe that the top VCE students, you know, those 99.95 geniuses out there, study religiously for 6-8 hours a day and feel totally motivated to work 24/7?
I used to think that these kiddos were on auto pilot - robots that never had difficulty remembering a quote, never struggled to find their next point in an analytical essay, could always find the energy to write another piece for their teacher to correct. It was as though these students weren’t real, but now that I have had a personal experience at tackling the VCE, I think that anyone can appear to be this ‘amazing’ in English, simply by following one piece of advice: changing your attitude towards studying.
There are no magic tricks, no gimmicks, and no simpler way to put this. If you want to see real results, you need a new perspective on not just English, but all subjects - start “wanting” to study. Today.
So how does this epic VCE competition - full of thousands of students - set apart the very top end students as opposed to the, well, only great students? I’m a firm believer in that your attitude towards your studies will always be indicative of how well you will perform in this race. So don’t start changing what, when or how much you study, make changes to how you study!
Easier said than done, right? Try me. Start by immersing yourself in English (or any subject for that matter) so that you can start to enjoy learning about it. For instance, go to a book club for context, debate the pros and cons of a character’s personality as if they are actually real, and watch the movie adaptation of the book you are studying etc.
Try to find as many avenues as possible that will allow you to enjoy writing an essay, even by taking baby steps. Why not start playing around with an imaginative story about your favourite TV show just to get the hang of creative writing before you hand in an imaginative essay tailored to your study requirements? Once you change that attitude from “I ‘need’ to write this” to “I ‘want’ to and ‘would like to’ improve on this” you will see an enormous shift in results, self-satisfaction and confidence! Don’t be daunted by a difficult topic in the text response section – view it as a way of “showing off” to the examiners; take your time planning about how much depth you can put into your response and make it a challenge to rise beyond expectations as opposed to meeting the bare minimum and providing a mediocre response.
So c’mon! Dive right into the deep end and throw yourself into your studies. You don’t need to take out a mortgage, nor a fancy exercise book with fluffy pink pens. You only need to pack your positive attitude.
Can you believe that the eagerly awaited July holidays are finally here? It’s a bit scary to think that this marks the half-way point until end of year exams. We all know that the VCE year travels on too quickly, leaving us feeling that there is always too little time, and too much to do! As time ticks away and end-of-year exams draw closer, it is important to make efficient use out of your mid-year holidays. Listed below are 5 ideas that you might like to take onboard:
Take a break! It’s pretty clear that during holidays you’re supposed to be on a holiday. However, with ongoing VCE stresses, you might feel inclined to continue studying throughout your 2 or 3 week mid-year break. It’s a great idea to keep up your studies, just make sure that you do give yourself a chance to rest and recover, or you may risk getting ‘burnt-out’. Try to catch up with friends, have a good night out or whatever activity that will give you a few good hours of relaxation and fun!
Revise. While it’s important to have a break, these few weeks can be vital for your studies. Rather than putting everything aside until the end of the year, it is a good opportunity for you to revise your previous unit work. During this time, you should focus any weak areas and aim to strengthen them. By adopting this method, you have a greater chance of making major improvements compared to smaller improvements when revising the areas you are already skilled in.
Study ahead. Familiarising yourself with the topics coming up can give you an advantage over other students who see topics for the first time in-semester. If the topics are based on work you’ve done previously in year 11 or even the first half of year 12, it may be useful for you to review that work so that you are prepared for the coming unit.
Look into university preferences. The July / August period is a busy time to think about your future. University preferences are due, and many of you will be participating in the Undergraduate Medicine and Health Sciences Admission Test (UMAT). Since the next couple of months will be hectic, you don’t want to rush any decisions regarding career, course, and university. If you get serious these holidays and do some research into what path you’d like to take in the future, it will be less stressful for you when you start school again. If you're unsure about your university preferences, watch my tips in the video below!
Prepare for English. If you haven’t read or watched your texts for the next unit, this is the time to do so. It’s always best to read just for reading sake the first time round, and at a pace that you’re happy with. This gives you the chance to soak up some knowledge on characters, plots and themes so that when your teacher begins discussions in class, you’ll already have a head start.
Depending on how you like to study, your approach to these holidays may be different to others. However, the take home message is to ensure you have a well-deserved break while still maintaining a healthy level of study. These few weeks can really make a difference in your VCE studies, so do what you think will help you improve the most. That’s all today, enjoy your holidays!
VCE English (or any one of the 4 Englishes) can be one of the most daunting and difficult subjects to study. On top of that, as students of the VCE, we are plagued daily by distractions that seemingly inhibit our ability to maximize the time to fulfil our best potential. Feeling anxious about what seems to be such little time before the exam in October, we face mind blanks and find ourselves in a constant battle against feelings of doubt and anxiety.
However, these feelings only trick us into thinking that we are not good enough to achieve and consequently diminish our much needed motivation. Thoughts about having to write three 1000-word essays in three hours by October translate into doubt about our skills, generating to thoughts saying “I don’t know what to do!” when attempting to start, or whilst writing an essay. Amidst this, our mind is inundated with thoughts about competition: “what are other students in the state studying?”“How do other students tackle the tasks so easily whilst I’m here still figuring out how to start?” However, the more we align ourselves with such anxious thoughts, the more we convince ourselves that “I can’t do it”, and we unknowingly retreat to procrastination. Despite this, time mercilessly continues to move forward and October will eventually and inevitably arrive!
To overcome this negative mentality, therefore, we must reconstruct our perception about what VCE English is really about and what it entails. To most of us, English simply involves the repetitive 1000-word essay involving an introduction-body-conclusion, discussing the themes of a novel, play or film which appear not to have any relevance for our future. But believe me; English can be far more exciting!
Put simply, we must start thinking: collaboration, not competition. English is one of the more exciting subjects because it provides us with a platform on which we can debate and share ideas. It also grants us an opportunity to express, in our own style, the ideas we construct thus granting us freedom for creativity and a space where all ideas are worth sharing! Hence, rather than perceiving your peers as competitors, embrace them as your allies. They too are most likely undergoing the same doubts and stresses. Whilst being willing to share your opinions, make sure that you engage with students who enjoy debating and sharing theirs – VCE is not something that you can do on your own!
Considering this, there are a few things you must keep in mind when studying English. A blank piece of paper or a blank word document on your computer screen appears scary, especially if you are unsure of what to write about, let alone how to start an essay. The important thing that all students must remember, therefore, is to just put something down on paper first. It doesn’t matter how well you write or express yourself (at first). Remember: all ideas are worth sharing. If you are unsure of what to write, write exactly what you think! Prioritise your ideas over your writing style! Assessors care more about seeing a mind at work and do not reward superfluous writing. A talented writer is worse off if he or she does not discuss complex ideas!
Next, it is crucial that you don’t take subsequent criticism from teachers as a message that you can’t do it. Criticism is inevitable and it is a good thing. It means that your teacher really wants to help! Just remember that year 12 is not the end. It is often easy to think that once you finish school, your writing skill doesn’t improve. But this is incorrect. Even the best writers on this planet will always continue to strive to improve!
Essentially, it is important that you write often. The more you write the greater chance there is of improving. In light of this, your writing does not have to be focussed merely on what you study in English – spending time writing about anything you want in any style is a worthwhile mental exercise (it is the perfect substitute over jumping online on Facebook or YouTube when you feel like procrastinating)! Any concerns about writing within one hour should fade away naturally as you write more frequently – this is something you shouldn’t have to worry about.
Ultimately, English can be exciting when you are prepared to share your ideas and listen to the ideas of other students. See it not as a torturous race to scribble out three 1000-word essays in 3 hours, but more rather an opportunity to explore complex ideas that are challenging yet interesting at the same time. Just remember that ideas are the primary concern, and the final piece – the writing – is merely the polish. It is okay to inspire yourself too! Don’t get hung up on appearing modest. Everyone has a viewpoint and an opinion to share and the more you collaborate, the less you will be tricked into believing you can’t. Instead, you will be constantly reminded that you can.
Hey there! Welcome to the subject of English Language, probably the most inconveniently placed exam there is in VCE, and one of your compulsory VCE subject 'top fours'. So if you're a science/maths-y sort of person, English language is probably your last exam (right after your good old methods + spesh + chemistry + physics + just kill me now exams), and if you're a humanity/language-y sort of person, English language is probably your first/one of your middle exams (legal studies + revs + global + language + why do I even bother exams). Feeling disadvantaged compared to the mainstream English students yet?!
I UNDERSTAND! So, in order to help you prepare for your exams and SWOTVAC, here's a blog post about how to plan your life and tips for you during the examination period!
SWOTVAC, what is it? In Australia, SWOTVAC stands for Study Without Teaching Vacation. So yes, studying is involved. How do we plan for SWOTVAC? The common misconception between students is that VCE is just us chilling and relaxing throughout the year then CRAMMING a whole year's worth of study into the few weeks before your first exam. However tempting this is, PLEASE DO NOT try this. Not only will this end up with you being exhausted and reliant on coffee, it will also negatively affect your sleeping schedule. So, before SWOTVAC, keep a constant pace of studying throughout the year, whether it's 15 minutes after school, or an hour every day. Doing this will ensure that you are reviewing concepts you have gone through during class, reinforcing information you are not familiar with, or even seeing gaps in your knowledge, that you can ask your mates/teachers the next day.
DO
DON'T
Utilising your resources during SWOTVAC
You may not realise it, but you have an abundance of resources available to you for the preparation of your exams. For effective studying during SWOTVAC, you cannot rely on yourself. I'm sure that becoming a hermit at home in PJs all day attempting practice exams may sound super fun (??????), but your teachers and peers are crucial during this time. As most of us know, your study scores are dependent on how your cohort scores. And now that it's SWOTVAC, and SACs have finished, it's time to really start spending time studying with your study group you've neglected since week 2 term 1. Studying with a study group can allow each member to see how other members work and attempt exams, or even share examination techniques they have learnt from older students, friends, or tutors. Doing exams together, bringing out past SACs and marking them together, can also help everyone discuss potential ways to stop making mistakes. Explaining concepts to others is the best way to reinforce your own knowledge! Other than your in-school mates, you've also got your mates from other schools doing the same subjects as you. Asking to share SACs and school resources also allow you to be more exposed to different types of questions, and potentially what else could pop up in your exams. Exposure is key. Lastly, you've got your teachers and tutors. Your teachers will always be there to help you, whether it's an easy concept you can't seem to get, or you'd like extra work or work to be marked. Same goes for your tutors, we're all here to help you out, so never feel like you're doing this alone!
Planning your studies for SWOTVAC
Don't limit yourself to one subject a day - study several subjects a day
Do your exams with real paper, not online. This will improve your handwriting, as well as give you a feel of what the exam really is like. (Yes your hand will hurt like a bitch tho) This will also be particularly helpful as you won't be distracted by your laptop or phone if you aren't looking at exam questions on them.
Once you are tired of studying a subject, move on. Don't force yourself to study something once you are tired of it, it won't be efficient
ASK FOR HELP IF YOU NEED HELP - whether it’s an email, text or message to your friends/teachers/tutors
Decide which subjects will be in your top 4, and focus on them. However, don't neglect your other subjects either.
Do exams under timed conditions to give yourself a feel of what it's like
Have a plan for each day. Not a timetable per se, more of a checklist of what you should achieve by the end of that day. This is particularly helpful in that when you are stressed and feeling overwhelmed, just look at your to-do list and write out what you need to do.
Don't study continuously without breaks. Take walks, and eat! Your health matters more than a score!
Don't study for too long, you need sleep to reinforce what you've learnt during the day
If you procrastinate easily, turn your phone off, turn off your wifi, do what you have to do... BUT...
Don't forget to SOCIALISE and TAKE BREAKS!!
That's right, you need to plan rests and social days during SWOTVAC. Plan days where you go out and grab a bite with friends, go to the gym or the beach. You need to know your limits. Studying after you’re already tired is not going to get you anywhere, taking a walk to refresh your mind will help you focus. VCE is all about working hard and playing hard.
Remember to work hard and not procrastinate when you are working, but not talk about work whilst you are out having fun!
My final experience and final words of wisdom
Studying is important during SWOTVAC, but planning your study allows for efficiency! Last year in 2016, I did the subjects Specialist Maths, Chemistry, English Language, and Global politics, exams in that order. My exams were not very spaced out, with Spesh, Chem, and EngLang exams being pretty much days apart. So, unlike other students, I didn't get the luxury of studying between exams. This may be the case for many of us, so here's a tip for you: When walking into exams that are pretty much back-to-back, make sure you are already 99% ready for each exam. This applies especially for English, seeing as how it is a compulsory top 4. So, don't anticipate many studies the night after an exam, for an exam the day after. Exams are tiring! So, rest as much as you can after exams, and read about your next exam lightly the night before, sleep early, then read lightly about your next exam the day after.
Good luck for VCE and the future. Remember, you are more than your ATAR :)
Burn out. According to my good friend Wikipedia, ‘burnout is a psychological term that refers to long-term exhaustion and diminished interest in work.’ It’s a phase that most of us are used to hearing throughout our VCE years, especially as workload intensifies in the lead up to the VCAA examinations. Today I will be sharing something much more personal on VCE Study Guides, because I want you to avoid the same mistakes that I made when I was in VCE. Even though I was quite successful with my ATAR score, there are some study habits that I look back upon and I think to myself, ‘why didn’t I do that differently?’.
I suffered from severe burnout in the last month prior to my VCE exams.
Here’s the primary reason why I burnt out: I was too hard on myself. My exam study plan was rather ridiculous and unattainable. My target was to do at least one essay per day from the start of Term 4. In fact, in my September holidays I did not just one essay a day, but often two or three! Sheesh! No wonder I burnt out. I found that over the next few weeks, I started to repeat a lot of similar essay prompts, I would write the same phrases or quotes over and over again, and I personally think that this hindered my development because I was starting to regurgitate everything I had done so far, rather than pushing forward and writing with new ideas and thoughts.
And it wasn’t just English. I was lucky (or was it perhaps unluckiness in disguise?) enough to get my hands on all past sample exams produced by VCAA and other VCE companies for Mathematical Methods, Specialist Maths and Chemistry. And when I say all, I mean I had exams dating back from 1997. Yeah. I made it a mission to do one exam everyday for these subjects and boy did that take its toll on me. You might be thinking – ‘this girl is crazy!’ or ‘how can anyone do that?’. And if you have developed an intense exam study plan just like this but are doing just fine, then I applaud you. I really do! Because I know that for a lot of people, it’s simply way too draining and exhausting. I felt like I had to complete all my resources but in the end, it was simply counterproductive for me.
I ended up hardly touching English during the final 2 weeks before exams because I simply had enough. I felt as though I had hit a brick wall and no matter how much more writing I did, I probably wouldn’t improve any further. Some of you (especially the Psychology students) may know of the ‘plateau effect’. I had basically hit this point (or should I say, flat period?) and I’m sure that many of you reading this will understand or have even reached this plateau yourselves. Below I have quoted James Hayton, a PhD and thesis writing coach on what it means to plateau:
…you can’t improve without practicing- but not all practice is equally effective in improving your writing skill and simply engaging in the activity of writing on a frequent basis is not enough.
The learning curve and the plateau
If you started playing tennis every day, you would probably improve quite quickly in the first few weeks. But if you continued to play every day without adapting your training, your rate of improvement would slow to the point where you are no longer improving with practice.
The same is true of many skills. You can drive a car every day without becoming a better driver, you can go to the gym every day without becoming stronger and you can write every day without becoming a better writer.
The relationship between practice and skill is not linear. You may experience a rapid improvement early, but this improvement slows and your skill level reaches a plateau. This is known as the learning curve.
Sometimes your skill level can even decline with practice, so it’s important to understand how to practice well. To read more click here.
As you can see, studying more or studying harder does not equal more success or a better ATAR score.
When you organise a study plan, be smart about it. So my biggest tip is this: don’t feel compelled to write one or more essays everyday. This is so not the way to go. Strategically, I think the best approach is be time-efficient. In the last week before the exam, I simply stopped doing any essay writing and just wrote plans for prompts I hadn’t seen before.Work on topics that you haven’t dealt with before, because at least then you can apply your skills. Try not to do too much repetition. Repetition is good for drilling ideas into your head, but it can be problematic if it becomes rote-learning (this applies to other subjects too). Some of my most successful students did just two essays a week, and on other days they would write plans, or simply broke their essay up and wrote a paragraph a day. If you can’t even do that, and you feel like you’ve really hit that brick wall and can’t go any further then take a break. It might seem like you’re wasting time, but if you spend a day off in the sun, or even just going out to eat lunch with family or friends, you will notice the difference as you come back to study with a more refreshed mind and positive attitude.
If you didn't already know, I have a YouTube channel. Here's a video below where I talk about 'burn out' a little more...
I hope through sharing my experience I’ve been able to help you feel less ‘guilty’ if you haven’t done as much English study as you would like today. Remember to study smarter, not harder. Good luck for your exams!
There Are Also Other Ways of Using Quotation Marks
Questions You Must Ask Yourself When Weaving Quotes into Sentences
How To Find Good Quotes
1. What Are Quotes?
Quotations, better known by their abbreviation ‘quotes’, are a form of evidence used in VCE essays. Using quotations in essays helps to demonstrate your knowledge of the text, and provides solid evidence for your arguments. The discussion on quotations in this study guide can be applied to all three areas of study in the VCAA English course which have been explained in detail in our Ultimate Guides to VCE Text Response, Comparative and Language Analysis.
A quotation is the repetition of a group of words taken from a text by someone other than the original author. The punctuation mark used to indicate a repetition of another author’s work is presented through quotation marks. These quotation marks are illustrated by inverted commas, either single inverted commas (‘ ’) or double inverted commas (“ ”). There is no general rule in Australia regarding which type of inverted comma you must use for quotations. Single inverted commas are preferred in Australia as they follow the British standard. The American standard involves styling quotations with the double inverted comma. You can choose either style, just be consistent in your essays.
2. Why Use Quotes?
The usage of quotations in essays demonstrates:
Your knowledge of the text
Credibility of your argument
An interesting and thoughtful essay
The strength of your writing skills.
However, quotations must be used correctly, otherwise you risk (and these frequent mistakes will be discussed in detail later):
Irrelevant quotations
Overcrowding or overloading of quotations
Plagiarism
Broken sentences
How You Integrate a Quote into an Essay Depends on Three Factors:
What you want to quote
How much you want to quote
How that quote will fit into your essay.
3. What You Want To Quote
As you discuss ideas in a paragraph, quotes should be added to develop these ideas further. A quote should add insight into your argument; therefore, it is imperative that the quote you choose relates intrinsically to your discussion. This is dependent on which aspect of the text you are discussing, for example:
Description of theme or character
Description of event or setting
Description of a symbol or other literary technique
Never quote just for the sake of quoting. Quotations can be irrelevant if a student merely adds in quotes as ‘sentence fillers’. Throwing in quotations just to make your essay appear more sophisticated will only be more damaging if the quotation does not adequately reinforce or expand on your contention. Conversely, an essay with no quotations will not achieve many marks either.
4. How Much You Want To Quote
A quotation should never tell the story for you. Quotations are a ‘support’ system, much like a back up for your ideas and arguments. Thus, you must be selective in how much you want to quote. Generally speaking, the absolute minimum is three quotes per paragraph but you should not overload your paragraphs either. Overcrowding your essay with too many quotations will lead to failure to develop your ideas, as well as your work appearing too convoluted for your assessor. Remember that the essay is your piece of work and should consist mainly of your own ideas and thoughts.
Single Word Quotations
The word ‘evaporates’, used to characterise money and happiness intends to instill the idea that happiness as a result of money is only temporary. (VCAA ‘Can Money Buy Happiness’ Language Analysis)
Single worded quotations can often leave the largest impression on the assessor. This is because you are able to demonstrate that you can focus on one word and develop an entire idea around it.
Phrase Quotations
Sunil Badami ‘still found it hard to tie my Indian appearance to my Australian feeling', showing that for Sunil, his culture was not Indian, but Australian due to his upbringing. (Sticks and Stones and Such-like, Sunil Badami in Growing Up Asian in Australia)
A phrase quotation is the most common quotation length you will use in essays.
Long Quotations
The multitudes of deaths surrounding Anna began to take its toll on her, burdening her with guilt as ‘sometimes, if I walked the main street of the village in the evening, I felt the press of their ghosts. I realised then that I had begun to step small and carry myself all hunched, keeping my arms at my sides and my elbows tucked, as if to leave room for them.’ (Year of Wonders, Geraldine Brooks)
Long quotations comprise of more than one sentence – avoid using them as evidence. Your assessor will not mark you highly if the bulk of your paragraphs consists of long quotations. You should aim to keep your quotations to less than 2 lines on an A4 writing page. If you have a long quotation you wish to use, be selective. Choose only the important phrases or key words, and remove the remaining sentence by replacing it with an ellipsis (…).
Here is the same example again, with the student using ellipsis:
The multitudes of deaths surrounding Anna began to take its toll on her, burdening her with guilt as she felt ‘the press of their ghosts…[and] begun to step small and carry myself all hunched…as if to leave room for them.’ (Year of Wonders, Geraldine Brooks)
In this case, we have deleted: ‘sometimes, if I walked the main street of the village in the evening’ and ‘I realised then that I had’ by using an ellipsis – a part of the quotation that is not missed because it does not represent the essence of the student’s argument. You would have noticed that a square bracket ([ ]) was used. This will be discussed in detail under Blending Quotes.
5. How That Quote Will Fit into Your Essay
Plagiarism
You must never take the original author’s words and use them in your essay without inserting them in quotation marks. Failure to do so leads to ‘plagiarism’ or cheating. Plagiarism occurs when you take someone else’s work and pass it off as your own. You must make sure that you use quotation marks whenever you use evidence from your text.
The following is plagiarism:
Even a single flicker of the eyes could be mistaken for the essential crime that contained all other crimes in itself – thought crime. (1984, George Orwell)
Using quotation marks however, avoids plagiarism:
Even ‘a single flicker of the eyes’ could be mistaken for ‘the essential crime that contained all other crimes in itself – thought crime.’ (1984, George Orwell)
There are serious consequences for plagiarism. VCAA will penalise students for plagiarism. VCAA uses statistical analysis to compare a student’s work with their General Achievement Test (GAT), and if the cross-referencing indicates that the student is achieving unexpectedly high results with their schoolwork, the student’s school will be notified and consequential actions will be taken.
Plagiarism should not be confused with:
Paraphrasing: to reword or rephrase the author’s words
Summarising: to give a brief statement about the author’s main points
Quoting: to directly copy the author’s words with an indication (via quotation marks) that it is not your original work
Blending Quotations
You should always aim to interweave quotations into your sentences in order to achieve good flow and enhanced readability of your essay. Below is a good example of blending in quotations:
John Proctor deals with his own inner conflict as he is burdened with guilt and shame of his past adulterous actions. Yet during the climatic ending of the play, Proctor honours his principles as he rejects signing a false confession. This situation where Proctor is confronted to ‘sign [himself] to lies’ is a stark epiphany, for he finally acknowledges that he does have ‘some shred of goodness.’ (The Crucible, Arthur Miller)
There are three main methods in how you can blend quotations into an essay:
1. Adding Words
Broken sentences are a common mistake made when students aim to integrate quotations into their sentences. Below are examples of broken sentences due to poor integration of a quotation:
‘Solitary as an oyster’. Scrooge is illustrated as a person who is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
Never write a sentence consisting of only a quotation. This does not add insight into your argument, nor does it achieve good flow or readability.
Scrooge, ‘solitary as an oyster’, is illustrated as a person who is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
This example is better, however the sentence is still difficult to read. In order to blend quotations into your sentences, try adding in words that will help merge the quotation and your own words together:
Described as being as ‘solitary as an oyster’, Scrooge is illustrated as a person who is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
OR
Scrooge is depicted as a person who is ‘solitary as an oyster’, illustrating that he is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
Tip: If you remove the quotation marks, the sentence should still make sense.
2. Square Brackets ([ ])
These are used when you need to modify the original writer’s words so that the quotation will blend into your essay. This is usually done to:
Change Tense
Authors sometimes write in past (looked), present (look) or future tense (will look). Depending on how you approach your essay, you may choose to write with one of the three tenses. Since your tense may not always match the author’s, you will need to alter particular words.
Original sentence: ‘…puts his arm around Lewis’ shoulder’ (Cosi, Louis Nowra)
Upon seeing Lewis upset, Roy attempts to cheer him up by ‘put[ting] his arm around Lewis’ shoulder’. (Cosi, Louis Nowra)
Change Narrative Perspective
The author may write in a first (I, we), second (you) or third person (he, she, they) narrative. Since you will usually write from an outsider’s point of view, you will refer to characters in third person. Thus, it is necessary to replace first and second person pronouns with third person pronouns. Alternatively, you can replace first and second person pronouns with the character’s name.
The original sentence: ‘Only now can I recognise the scene for what it was: a confessional, a privilege that I, through selfishness and sensual addiction, failed to accept…’ (Maestro, Peter Goldsworthy)
When Keller was finally ready to share his brutal past with Paul, the latter disregarded the maestro, as he was too immersed in his own adolescent interests. However, upon reflection, Paul realises that ‘only now can [he] recognise the scene for what it was: a confessional, a privilege that [he], through selfishness and sensual addiction, failed to accept’. (Maestro, Peter Goldsworthy)
Insert Missing Words
Sometimes, it may be necessary to insert your own words in square brackets so that the quotation will be coherent when incorporated into your sentences.
The original sentence: ‘His heels glow.’ (Ransom, David Malouf)
Achilles, like Priam, feels a sense of refreshment as highlighted by ‘his heels [which] glow.’ (Ransom, David Malouf)
3. Grammar
It is important to maintain proper grammar while weaving in quotations. The question is: does the punctuation go inside or outside the final quotation mark?
The rule is: If the quoted words end with a full stop (or comma), then the full stop goes inside the quotation marks. If the quoted words do not end with a full stop, then the full stop goes outside the quotation marks.
Original sentence: 'Sagitty’s old place plus another hundred acres that went from the head waters of Darkey Creek all the way down to the river.’ (The Secret River, Kate Grenville)
Punctuation inside:
During the past decade, Thornhill became the wealthiest man in the area, owning ‘Sagitty’s old place plus another hundred acres that went from the head waters of Darkey Creek all the way down to the river.’ (The Secret River, Kate Grenville)
Punctuation outside:
During the past decade, Thornhill became the wealthiest man in the area, owning ‘Sagitty’s old place plus another hundred acres’. (The Secret River, Kate Grenville)
6. There Are Also Other Ways of Using Quotation Marks
Title of Text
When including the title of the text in an essay, use single quotation marks.
Directed by Elia Kazan, ‘On The Waterfront’ unveils the widespread corruption among longshoremen working at New Jersey docks. (On The Waterfront, Elia Kazan)
Alternatively, you can underline the title of the text instead of using single quotation marks. Many teachers and examiners prefer this option.
Quotation Within a Quotation
When you quote the author who is quoting someone else, then you will need to switch between single and double quotation marks. You firstly need to enclose the author’s words in single quotation marks, and then enclose the words they quote in double quotation marks. If you're following the American standard, you'll need to do this the opposite way - that is, using double quotation marks for the author's words and and then single quotation marks for the quote. We recommend sticking to the preferred Australian style though, which is single and then double.
Original sentence: ‘…something bitter and stringy, too difficult to swallow. “It’s just that – I – um, I hate it…It’s too – it’s too Indian!”’ (Sticks and Stones and Such-like, Sunil Badami in Growing Up Asian in Australia)
Sunil’s unusual name leads him to believe that it is ‘…something bitter and stringy, too difficult to swallow. “It’s just that – I – um, I hate it…It’s too – it’s too Indian!”’ (Sticks and Stones and Such-like, Sunil Badami in Growing Up Asian in Australia)
As you can see, the student has quoted the author’s words in single quotation marks. The dialogue used by the author is surrounded by double quotation marks. This demonstrates that the dialogue used in the text still belongs to the author.
Using Quotations to Express Irony
When you wish to express irony, you use quotation marks to illustrate that the implied meaning of the actual word or phrase is different to the normal meaning.
As a young girl, Elaine is a victim of Mrs Smeath and her so called ‘friends’. Her father’s interest in insects and her mother’s lack of housework presents Elaine as an easy bullying target for other girls her age who are fit to fulfill Toronto’s social norms. (Cat’s Eye, Margaret Atwood)
In this case, ‘friends’ is written in inverted commas to indicate that Elaine’s peers are not truly her friends but are in fact, bullies.
7. Questions You Must Ask Yourself When Weaving Quotes into Sentences
1. Does the quote blend into my sentence?
2. Does my sentence still make sense?
3. Is it too convoluted for my readers to understand?
4. Did I use the correct grammar?
8. How To Find Good Quotes
Tip One: Do not go onto Google and type in 'Good quotes for X text', because this is not going to work. These type of quotes are generally the most famous and the most popular quotes because, yes they are good quotes, but does that necessarily mean that it's going to be a good quote in your essay? Probably not. But why? Well, it's because these quotes are the most likely to be overused by students - absolutely every single person who has studied this text before you, and probably every single person who will study this text after you. You want to be unique and original. So, how are you going to find those 'good quotes'? Recognise which quotes are constantly being used and blacklist them. Quotes are constantly used in study guides are generally the ones that will be overused by students. Once you eliminate these quotes, you can then go on to find potentially more subtle quotes that are just as good as the more popular or famous ones.
Tip Two: Re-read the book. There is nothing wrong with you going ahead and finding your own quotes. You don't need to find quotes that already exist online or in study guides. Go and find whatever gels with you and whatever you feel like has a lot of meaning to it. I had a friend back in high school who was studying a book by Charles Dickens. I haven't read the book myself, but there was a character who couldn't pronounce the letter S, or he had a lisp of some sort. What my friend did was he found this one word where, throughout the entire book, the guy with the lisp only ever said the S one time and that was a massive thing. So, he used that. This is something that is really unique and original. So, go ahead and try to find your own quotes.
Tip Three: Realise that good quotes do not necessarily have to come from the main character. Yes, the main character does often have good quotes associated with whatever they're saying, but just know that you do have minor characters who can say something really relevant and have a really good point too. Their quote is going to be just as strong in your essay as a main character's quote, which will probably be overused and overdone by so many other students.
Tip Four: Develop a new interpretation of a famous or popular quote. Most of the time, the really popular quotes are analysed in very much the same way. But if you can offer a new insight into why it's being said or offer a different interpretation, then this is automatically going to create a really good quote that's going to offer a refreshing point of view.
For example, if we look at The Great Gatsby, one of the most famous quotes that is constantly being used is, 'He found what a grotesque thing a rose is and how raw the sunlight was upon the scarcely created grass.' What most people will do is they will analyse the part about the 'grotesque thing a rose', because that's the most significant part of the quote that stands out. But what you could do instead, is focus on a section of that quote, for example the 'raw'. Why is the word raw being used? How does the word raw contribute extra meaning to this particular quote? This way you're honing in on a particular section of the quote and really trying to offer something new. This automatically allows you to investigate the quote in a new light.
Tip Five: Just remember that the best quotes do not have to be one sentence long. Some of the best quotes tend to be really short phrases or even just one particular word. Teachers actually love it when you can get rid of the excess words that are unnecessary in the sentence, and just hone in on a particular phrase or a particular word to offer an analysis. And also, that way, when you spend so much time analysing and offering insight into such a short phrase or one sentence, it shows how knowledgeable you are about the text and that you don't need to rely on lots and lots of evidence in order to prove your point.
Those are my five quick tips on how to find good quotes from your texts!
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