How Do I Do Well if I HATE the English Texts That I Am Studying?

I know that exact feeling; the feeling of giving up before it has even started. Some lucky students fall in love at first sight with their texts while some unfortunate students dread having to spend a whole year analysing their texts. If you resonate with the latter, you have probably already given up on English, or maybe you’re trying your best to stay optimistic. English is hard, but what makes it harder is when you know you hate the texts that you are studying, so how can I do well in English if I hate the texts that I have to study? Whether you hate reading and analysing texts or you just hate the specific text that you have to study, here is a guide on how to make studying and reading your texts more enjoyable!

Reading Texts

We’ve all said it before, “I’ll just read it later” or “I’ll read it right before school starts” and in the end, it all leads to the same conclusion of us never actually reading the text and by the time our SACs roll around, we ‘study’ by reading summaries of our texts and try memorising the most popular quotes. 

Do I Really Have To Read the Text?

The bad news is yes, it is highly recommended that you read your texts! (I know it can be tempting to just read chapter summaries but trust me, I have tried writing an essay without reading the text and it went very badly). However, the good news is using LSG’s ideal approach to your English texts, you may only need to read your texts a minimum of three times. In fact, if you make use of your first reading, you probably won’t have to personally read the text again! During this first reading, take your time, don’t try to binge read the entire text in a night as there is a high chance that you will not be following the plot and you’re just reading for the sake of finishing the text. There’s no need to start annotating the text during this first reading as you will most likely have a collective second reading in class where your teacher will go over the whole text in more detail by highlighting significant sections of your text. This first reading is simply for you to familiarise yourself with the text and what you will be handling during the year. However, if you still have trouble understanding your texts, LSG has a plethora of resources such as free text-specific blogs and affordable text guides that you can check out!

How Do I Find the Motivation To Read My Texts?

Some common reasons why we might procrastinate reading our texts are the sheer volume of pages we need to read; having a short attention span and; being a more visual learner. If this is the case, there are many ways to increase your motivation to read or watch your texts!

• If the text is a play (e.g. The Crucible by Arthur Miller), watch the play while reading the script. Not only will this help you understand the stage directions in the script, but it can also help with understanding the plot if you are a more visual learner. 
• If the text has a film adaptation (e.g. In Cold Blood by Truman Capote or The Dressmaker by Rosalie Ham), watch the film adaptation first! Knowing major plot twists and spoilers can make reading your text feel faster as you already know what is going to happen. Watching film adaptations can also help allow you to picture the plot easily and help immerse yourself into the setting and the world of the text (however, do take care when doing this as you are only analysing the text you have been allocated, not the adaptations!)
• If the text is a film (e.g. Rear Window by Alfred Hitchcock), try to find a trailer of the film or find short clips from the film rather than watching the entire movie in one sitting; watching these cuts and suspenseful scenes may spark your curiosity which is likely to increase your interest towards wanting to watch the movie. Scheduling a movie night with friends and family is also a great way to make watching the film more fun. 
• If the text is a collection of poems (e.g. William Wordsworth Poems selected by Seamus Heaney by William Wordsworth), listen to the poem while reading the poem. Not only will this help you to embody the poet’s mind, but it can also help you recognise the rhyming schemes and rhythm patterns that may not be noticeable at first glance.

Check out How To Recharge Your Motivation Over the School Holidays for more tips!!

How Do I Make Reading My Texts More Enjoyable?

• Create goals: Space it out, we do not want to get burnt out! Organise goals and do not attempt to read the book all within a night! For example, you could aim to read one chapter a day. Not only will this hold you accountable, but it will also make reading less daunting and overwhelming.
• Rewards: Who doesn’t love rewards? Reward yourself after reaching your reading goals, this could be as simple as taking a break after reading or reading a book that you like. 
• Audiobooks: When you don’t feel like physically reading, download audiobooks of your texts and listen to them while you’re commuting or while you’re doing your chores.
• Environment: Create the perfect reading atmosphere! This is quite subjective, however, if you’re struggling to find this niche, here is a step-by-step guide to ‘romanticise’ reading:

1. Put your devices away! If you’re opting to read an ebook, you can also turn your notifications off. We do not want to be distracted and procrastinate!
2. Find a comfortable place to sit with good lighting.
3. If you’re in the mood for a sensory experience, light a scented candle or make your favourite beverage to sip along while you are reading. 
4. If it helps, you can pretend that you’re reading at an aesthetic library, or your favourite café, or a serene park…the options are endless. 

Studying Texts

It can be even harder to find the motivation to study for the texts that you hate as you’re probably looking for ways to limit the amount of physical contact you make with the text or ways to save time and study less for English but still do well in the subject.

How Do I Save Time When Reviewing and Writing Notes on My Texts?

Tip 1: Write Notes Based on Themes, Writing Style & Characters Instead of Chronologically 

Often, students will take notes chronologically based on each chapter, however, this is not helpful at all. In your SACs and exam, you will not be writing paragraphs based on each chapter, instead, you will likely be given one of the five types of essay prompts that require an in-depth understanding of the themes, writing style (such as symbols and motifs) and characters of the text. Therefore, I recommend writing down notes and quotes based on themes, specific writing techniques and characters. 

For example, before class, you could create a separate notes page on each prominent theme of the text. When your teacher highlights significant sections of the text, you could then write down these notes into the relative theme document. For comparative texts, you can also create a comparison table based on overlapping themes which will allow you to view the comparisons more easily. If you’re a visual learner, colour coding your notes according to different themes or characters can make it easier to find later on when reviewing your notes. If you do this from the start, you will spend less time re-reading the text and organising your notes which will hopefully reduce the amount of time you spend studying. 

Tip 2: Write Down Page Numbers Next to Quotes and Notes

No, you do not have to memorise page numbers for your final exam or SACs, however, writing down page numbers will help you save time when reviewing your notes as you can just flip over to the page rather than having to re-read the text to find the specific quote or notes. It may seem rather annoying having to write down the page numbers all the time, however, your future self will thank you!

How Can I Find the Motivation To Write on the Text That I Hate?

Tip 1: Find Out What You Hate and Like About the Text

We all experience writer’s block, especially when we have no passion for the text we are studying. However, assuming you have read the text, you would probably have unique opinions on the text. Firstly, find out what you hate about the text. 

• Do you hate a specific character in the text? Why do you hate this character?
• Do you hate the writing style? What is it about the writing style that you hate?
• Is there a specific theme you felt the text did not address properly?
• Was there a specific scene or part of the text that frustrated you?
  

Once you find out what you hate about the text, find an essay prompt related to the topic you hate and practice writing an essay about it! Use this as a chance to lowkey rant, discuss or debate about the topic. Not only will this help you develop your inner author voice, but it will also provide you with inspiration to write. On the other hand, you can also find out what you like about the text (hopefully, you don’t hate everything about the text) and practice writing on a topic related to this. For example, I hated studying The Crucible due to the portrayal of women in the text. However, when analysing the text, I realised that the portrayal of women in the text was simply a reflection of the conservative and insular society of Salem which became a theme that I liked discussing. 

Tip 2: Put the Text in Context

Keep in mind that the texts that you have been allocated all have a specific aim and purpose such as serving political commentary about a significant historical event, critiquing a specific characteristic of conservative communities or simply a discussion about human nature. Throughout the text, there will be many literary techniques, characters and events that will be used to bring these significant themes to life. Therefore, regardless of whether you like the plot of the text or not, the themes that you will be studying may be more of interest to you. If this is the case, researching the background and the world of the text may help you gain a deeper understanding of these themes which is likely to increase your motivation to write as you will be able to apply your knowledge about the text such as quotes, characters and events to these themes. 

Tip 3: Utilise Your Strengths

By focusing on your strengths, you are likely to increase your confidence and consequently, your motivation to write! Therefore, if you are an expert at analysing literary techniques, or if you have mastered writing about characters, use these strengths when you are writing. Not only will playing at your strengths make writing less difficult, it may also help overshadow your weaknesses. 

Overall, whether writing essays is your strong suit or not, LSG has many general essay writing tips (for example, check out this guide on essay planning). I also recommend checking out some of the comprehensive LSG guides such as ​​How To Write A Killer Text Response and How To Write A Killer Comparative which may give you a head start on writing your essays. 

Conclusion

Unfortunately, there aren’t many choices in English and it is quite likely that you will end up with a text that you dislike. However, it is still possible to do well in English while studying texts you hate! Hopefully, these tips can make reading and studying your texts much more enjoyable and consequently, make your English experience much more pleasant. Endure the pain now and you'll be finished before you know it!

Text Response is seen, often, as ‘bipolar’: weeks of inactivity followed by sharp spikes of panic as you churn out 20,000 words in six days. If not, students fall for the “quantity=quality” trap, pumping out essay after essay as their one form of study.

Don’t get me wrong. Diligence is key. But here’s what many miss: Essays are the END PRODUCT, not the starting point. To begin, foundations are required:

Step 1: Deliberate Reading

Remember: the better and sooner you engage with your text, the easier to write on it. So. Even when first reading, have a pen in hand! At this stage, nothing fancy is needed ---annotate what you can. Circle, highlight and underline anything that catches your attention.

Afterwards, a helpful tip is the “21 words” exercise, which forces you to summarise the text’s messages as early prep for topic sentence construction.

E.g.

“Macbeth, a dark, brooding tragedy, explores the corruptive effects of extreme ambition through the moral decay of a great man.” (21)

“Whilst seemingly about human flaw, Macbeth declares that all mortals are in fact vulnerable to supernatural forces beyond their control.” (21)

LESSON LEARNT: First impressions matter. The author ALWAYS seeks to make readers feel and think a certain way. Even before you write, you should be tapping into these currents as best you can. All early thinking, guaranteed, will turn into priceless essay ammunition because you’ve given time for your thoughts to develop and mature.

Step 2: Understanding Context

VCE English involves the study of some sophisticated literature. Authors/filmmaker have used the written word to comment on past and present society. For a high score, then, you too must understand these contexts.

E.g.

---Joseph Mankiewicz’s 1950s film All About Eve: a satirical jab at the post-war ideal of a traditional nuclear family ---Hannah Kent’s Burial Rites: critiquing the patriarchy of 19th century Iceland

Step 3: Note taking

Now we’ve gained some understanding of the text, time for rigorous and more detailed analysis. There are three tiers involved.

1. Chapter summaries

Basically a timeline of significant moments: what happens and what is said. Note the STRUCTURE of the text: is it chronological or non-linear? Is it a circular narrative? Why is this structure employed, and what is its literary function for the broader story?

2. Event significance

This is where we begin to understand not only WHAT HAPPENS and WHAT IS SAID, but WHY. Go back to each chapter and write down the significance of each defining moment. What does it show about a character or theme? Does it reveal an author’s viewpoint on a certain idea?

Put these thoughts into “essay” sentences. This way, you are constantly practicing how to ANALYSE complex ideas. Come SAC or exam time, you will have already honed your written expression to a far more sophisticated level and what’s more, increased your familiarity with RELEVANT CONCEPTS. This approach is far more efficient than starting off by writing essays on random topic questions. Build up the knowledge base first!

3. Language

Now, it’s time to elevate your analysis to the divine by understanding the text’s CONSTRUCTION: HOW significant events, significant people are portrayed, and what it all means. Go back to each chapter and look for compelling language/filmic devices, including its impact:

Metaphor Juxtaposition Imagery Sentence length Setting Word choices Intertextual references Symbolism/motifs Camera angles Diegetic/non-diegetic sound

Step 4: Themes and Characters

After close reading and closer analysis, we come to the last stage: bringing all the elements together by zooming BACK OUT FOR A BIG PICTURE VIEW OF THE TEXT: its themes and underlying ideas, its central characters, and the lasting messages conveyed as a result.

Notes on Themes

By now, a ‘theme’ no longer has to be a one word affair like in our younger years: “identity” “friendship”, “tragedy”, “ambition”, “evil” etc. Rather, a theme is closely linked to the text’s views and values: put simply, it can express opinion.

E.g. “The struggle for personal identity”

“The unbreakable bonds of childhood friendship”

“The vulnerability of all ordinary men to extraordinary tragedy”

“The harms of excessive ambition”

“The pervasiveness of evil”

Once you’ve identified the themes, use the notes you’ve made on context, plot, significant events and language, to help support your interpretation.

Notes on characters

Using the previous evidence you’ve gathered, you can now also make detailed and insightful character studies. Obviously, a focus on their defining traits, relationships and flaws is important.

However, in Year 12, what is more crucial is understanding what the character represents. After all, an author will never craft someone out of thin air. Just like a theme, a character is used as a vehicle to express opinions on the nature of society and humans in general.

Now you’ve finished the four steps. Using your understanding of 1) big ideas and 2) close evidence, you’re ready to start writing!

Of course, along the way, there are a few extra tricks one can deploy.

1. Read academic/critical/high scoring essays

Exposing yourself to the widest possible range of academic literature---whether it be your friend’s 20/20 essay or a New York Times review on the text----is a sure fire way to juice up vocab.

2. Keep reading the text

Whenever you’ve got spare time, open up the book or film you’re studying and refresh your memory! This way, you’ll really internalise what you’re studying. Quote learning will be easier, you’ll form a genuine attachment to the characters… overall, the insights will flow all the faster. To learn more about studying for Text Response, read our Ultimate Guide to VCE Text Response.

Happy studying!

Video Transcription

Introduction to Animal Farm:

- Written in 1945 by George Orwell, Animal Farm is an allegorical novella about the 1917 Russian Revolution and the repressive Stalinist period which followed.

- As a democratic socialist, Orwell was an adamant critic of Joseph Stalin and his totalitarian dictatorship over Russia.  

- Thus, Orwell wrote Animal Farm as a satirical fable against Stalin’s tyrannical control, stating that he wrote it with the intention of ‘fusing political purpose and artistic purpose into one whole’.

Setting:

- The novella is set in Manor Farm, located in Willingdon, England at an undisclosed time.

- As the events of Animal Farm symbolise the power struggle of early 20th century Russia, this ambiguity of time is intended to prevent Orwell’s warning against repressive tyranny from becoming dated.

- Orwell’s use of a farm as the main setting is also notable, as farms represent nations in Animal Farm; both require a vast amount of work in order to function properly. Thus, the act of the animals cooperating to cast the humans out of the farm symbolises a workers’ revolution against their oppressive leadership.

Main Character Analysis:

Napoleon (pig):

- Based on Soviet dictator Joseph Stalin, he emerges as the leader of the Farm after the Rebellion.

- He consolidates his control over the farm with the violent force of his nine attack dogs, having raised them as puppies; these directly symbolise Stalin’s military force.

- He never contributes to other animals’ efforts at revolution, as he is only a corrupt individual who seeks to take advantage of opportunities created for him by others.

Snowball (pig):

- Based on Soviet rebel Leon Trotsky, he challenges Napoleon for control of the Farm after he takes control of the leadership.

- Similar to the leader he is modelled after, Snowball is eloquent, charismatic, intelligent and persuasive - thus, he wins the loyalty and support of other animals easily.

Boxer (cart-horse):

- Extremely devoted to the farm and the Rebellion, Boxer symbolises what Orwell believed to be the best qualities of the proletariat, or the exploited working class, such as loyalty, strength, camaraderie and hard work, perceivable by his personal motto of ‘I will work harder’.

- However, he simultaneously suffers from typical weakness of the working class, such as a naive trust in the intelligentsia and a slow-witted oblivion to political corruption, represented by his other motto of ‘Napoleon is always right’.

Squealer (pig):

- Manipulative and highly persuasive, he spreads Napoleon’s propaganda throughout the farm to intimidate uneducated animals into supporting Napoleon’s ideas and policies.

- Orwell uses the character of Squealer to warn against politicians’ deliberate manipulation of mass media in order to gain social and political control.

Old Major (boar):

- Based on the socialist revolutionary Karl Marx, as well as Russian revolutionary leader Vladimir Lenin, Old Major’s dream of a socialist utopia acts as a major motive for the Rebellion.

- Major’s death creates a political vacuum in the farm, leaving Napoleon and Snowball in a power struggle for control of his followers.

Themes and Motifs:

Tyranny:

- By allegorising in Napoleon dictator Joseph Stalin, Animal Farm is first and foremost a satirical critique of politicians’ tyrannical misuse of power.

- This is epitomised by the deceitful methods Napoleon uses to gain support, such as lying to the other animals that Snowball is a political traitor in order to banish him from the Farm.

Naive Proletariat:

- Animal Farm explores the need for the working class to be educated, as the inability of the farm animals to question Napoleon’s authority directly leads to the perpetuation of his oppression.

- Thus, Orwell presents to his readership that the working class may suffer not only due to dictators’ abuse of power, but also from their own naive unwillingness to question the intentions of the authority.

False Allegiance:

- Orwell accurately exhibits treacherous aspects of the human condition in his portrayal of dramatised relationships between humans and animals.

- Just as the pig rulers of the rebellion eventually betray their own idealistic visions, the theme of alliance is shattered between Frederick and Napoleon when the latter learns that the former has been forging banknotes while buying firewood from him.

- Thus, Animal Farm depicts the idea that alliances formed in a tyrannical dictatorship are merely veneers of camaraderie, which hide each person’s capability to destroy others in their path towards control.

Analysis of Quotes:

‘Four legs good, two legs bad.’

- From Chapter 3, this slogan is based off of Old Major’s speech before his death about the need for animals to unite in the face of human oppression and tyranny.

- The quote is a noteworthy example of propaganda in Animal Farm, as the leaders utilise language in order to essentially brainwash the working class animals.

- Although it initially helps the animals to remember their goals, the phrase later loses its meaning of solidarity as it becomes a nonsensical noise made by sheep when used to drown out the voices of challengers to the regime.

‘All animals are equal, but some animals are more equal than others.’

- This quote exemplifies the pigs’ abuse of logic and language to keep their power over their followers.

- The evidently senseless and illogical meaning behind this phrase is an example of the methods that the leader of the Farm takes in order to brainwash his followers.

- The quote also suggests that the pigs’ real intention to create an animal utopia is not, in fact, to rise up against the oppression of the humans, but to become part of the elite; the ‘some’ that possess greater rights and power than the rest of the underprivileged society.

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5 Types of Essay Prompts

Your approach to each essay will depend on what type of prompt is being asked. Be aware that not all essay prompts are the same, which means that sometimes your preferred essay structure simply won’t suit the type of prompt asked. That's why it's important to be aware of the 5 types of essay topics – what you should watch out for and how you could approach your essay writing. The topics used in this blog post have been curated by Lisa's Study Guides.

1. Theme-based prompts :

Animal Farm is first and foremost a satirical critique of politicians’ tyrannical misuse of power.

Usually your paragraphs will be based around particular themes. For example in this case, paragraphs may be based on ‘love’, ‘escape’, ‘horrors of war’ etc. These paragraphs can have character discussions embedded within them in order to demonstrate how the characters represent each theme. Discussion of the author’s choice of language such as symbols or imagery can be essential to the analysis of a theme.

2. Character-based prompts :

Boxer is the only animal with redeeming qualities. Do you agree?

These prompts focus on one or more characters. In this case, you can structure your essay paragraphs based on particular characters or something in common with a set of characters. Essays can become quite repetitive if each paragraph is based around one character so try to add in discussion about themes or the character’s relationships with other characters. Remember that minor characters can be just as important as major characters.

3. How-based prompts : 

How does Napoleon exert control over the farm?

These prompts are usually structured, ‘how does the character do this,’ or 'how does the author do this'. In this case, since the prompt is focused on one main character, try to weave in the main character’s interactions with other characters and how other characters influenced them.

4. Metalanguage-based prompts :

The language in Animal Farm is crucial to Orwell's storytelling.

These types of prompts are the rarest of the 5 prompts but don’t be surprised if you’re asked one. They focus more on the language part of the text; rather than the plot, themes or characters. Your discussion will revolve around the author’s use of language (metaphors, prose, syntax etc.). These discussions are typically viewed as ‘harder’ prompts because you need to think about how the author achieves a particular message about character or theme through their choice of words. Check out our blog post on metalanguage and what you need to look out for.

Extra helpful resource by the BBC: Form, structure and language in Animal Farm.

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5. Quote prompts :

'All animals are equal, but some animals are more equal than others.’ How is this true in Animal Farm?

These prompts can be character- or theme-based. However, it differs from other essay topics because it includes a direct quote from the text. Remember that the quote is part of the prompt, so ensure that you address it. One of the best ways of doing so is to incorporate the quote into the essay itself.

When faced with unknown prompts in a SAC or your exam, it's reassuring to have a formulaic breakdown of the prompt so that your brain immediately starts categorising the prompt - which of the 5 types of prompts does this one in front of me fall into?

To learn more, I discuss this and offer you practical strategies (so you never mind-blank again!) in my ebook, How To Write A Killer Text Response. Feel free to check it out, and good luck!

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Contents

1. Summary

2. Historical Context

3. Main Characters

4. Minor Characters

5. Dissecting an A+ Essay using 'The Golden Age'

6. Creative Essay Topic Brainstorm

7. Essay Topics

The Golden Age is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our VCE Text Response Study Guide.

Summary

Even though this hasn’t been one of the more popular choices on the VCE text list, Joan London’s The Golden Age is a personal favourite of mine for a number of reasons. This is a novel about the experiences of children recovering from polio inside a convalescent home in Perth. With a sympathetic and warm approach, London tells the tragic yet brave stories of these children, as well as the stories of their parents and carers.

The novel essentially revolves around Frank Gold, a Hungarian Jew and a war refugee, and London blends his mature voice with the innocence of a coming-of-age narrative, all set against the backdrop of World War II.

As you’re reading the book, watch out for her literary or poetic language, and keep track of the story’s overall mood. These will be important considerations for text study, particularly if you are to write a creative response on this text for your SAC. With this in mind, I’ve included writing exercises throughout this blog post for you to practise writing creatively on this text.

If you are writing analytically on this text, either for your SAC or for your exam, you may still complete the exercises—each one should still be insightful for your writing in some way. Also, feel free to check the video below; it breaks down an analytical prompt for this text.

Historical Context

This novel is set in Perth during the early 1940s, which gives rise to a couple of interesting historical elements all intersecting in the book.

Crucially, the events of the novel take place for the most part while World War II is raging in Europe. This is important for understanding the backstory of the Gold family: they are Hungarian Jews who have escaped their war-torn home of Budapest to seek safety in Australia. In particular, we know that at some stage, Meyer had been taken away to a labour camp, and that Frank had had to hide himself in an attic.

Their Hungarian heritage, however, is something that distances them from other Australians, and they never really get a good chance to settle in, always feeling like they just weren’t on the same wavelength as the locals. In many ways, the story of the Golds is underpinned by tragedy—not only are they war refugees, but young Frank then contracts poliomyelitis (known to us just as polio), which forces the family to reassess all the plans they had for him to settle into an ordinary, Australian life.

However, Frank was far from the only victim of polio at the time—the entire nation was rocked by a wave of polio, with major outbreaks during the 1930s-40s. This was quite a nerve-wracking, and causing great fear for our country and its active, outdoors-y culture. The prospects of death, paralysis and permanent disability were understandably terrifying. About 70,000 people were affected, and almost half of them eventually died as a result. Almost every Australian at the time knew or knew of someone who had polio.

Task: You are Ida, composing a letter to Julia Marai after Frank’s diagnosis. Convey succinctly (in 250 words or less) what you think and how you feel.‍

Key Themes & Implications

I like to think that a lot of the themes in this book exist in diametric or opposing pairs. For instance, London gives Frank a voice that is wise beyond his years, yet uses it to tell a tender story of first love. She also plays on the paradox that while some characters have become isolated due to the unfortunate events that have befallen them, these very events end up becoming the thing that unite them.

Essentially, London plays with a lot of these thematic tensions, showing us that life isn’t really ever black and white, but there are whole lot of grey areas in every day life.

Central to the novel are ideas of innocence or childhood. These ideas are really explored in the friendship between Frank and Elsa, who are both on the cusp of adolescence. While they are set up as young lovers in the eyes of readers, we know that they are far too young to truly have romantic feelings for each other. In actual fact, their interactions are permeated by a sense of innocence.

However, these interactions are also punctuated by a sense of maturity, a desire for more. This is evident to the extent where nurses are getting hesitant about leaving them alone with each other (even though their parents still trust them entirely). In actual fact, these parents serve as an important point of contrast. Some manage to recapture the magic of youth even as adults—consider Ida reigniting her love for the piano, or Meyer jumping on opportunities to start anew. In this sense, innocence and maturity are a pair of themes that are interestingly not always found where one might expect.

Another key thematic element of the novel is tragedy or adversity, which are relevant to a far wider gamut of characters. Considering the story’s geographical and historical setting, it seems evident that these ideas will play a major role in the story. A particularly poignant example lies in Sullivan, who contracts polio right on the cusp of adulthood, and readers can’t help but feel a sense of loss for what might have been.

However, on the other end of this spectrum is the strength required to cope with their suffering. While Sullivan had his indefatigable sense of humour, other characters have developed different mechanisms to stay strong in the face of adversity. In some cases, you might say that they’ve transcended or risen above their tragedies, and become stronger for it.

Finally, London also tackles the idea of isolation, which can be seen as a consequence of tragedy—characters become isolated because they lose their ability to relate to others, and others feel unable to relate to them. Symbolically, the Golden Age hospital is surrounded by four roads and therefore cut off from the world, almost as if quarantined. However, the solidarity and unity of patients inside becomes a great source of strength—I’ll leave it to you to think about what London was trying to say with this!

Task: Selecting one of the above themes, write a poem from the POV of an imaginary spectator in the novel, outlining how you perceive/experience these themes in other characters. Use all five senses(how you see it, hear it, smell it, taste it, and touch/feel it)

Major Characters

I haven’t written too extensively about characters for a range of reasons: on one hand, it’s important for you to form your own interpretations about what they’re like and why they do the things they do, but on the other hand, I wanted to leave you with some key points to consider and/or some essential points about their characters to incorporate into your writing. This will allow you to hopefully feel like you’re capturing them accurately when writing your creatives, but without feeling restricted by an extensive set of traits that you have to invoke.

Frank Gold

• the central character, he is cerebral, intelligent and mature (which we can tell from his narrative voice, or how he ‘sounds’)
• he is, however, still very young, wide-eyed, inquisitive in spite of the tragedies which have befallen him (consider how he sees his relationship with Elsa)
• also significant is the motif of his poetry; not only does it highlight his maturity, but it also acts as a way for him to voice or articulate his feelings and experiences in the hospital—you could try incorporating some poetry in your writing (either original poems or quoted from the novel)

Elsa Briggs

• another central character who becomes quite attached to Frank (they are the two eldest children in the Golden Age)
• she is warm, caring and selfless, demonstrating an emotional maturity beyond her years (because of having to bear the metaphorical albatross of polio)
• a lot of what we know about Elsa comes from Frank’s perspective (though we do get some insight from her own, and some from her mother’s)—how does this shape the way we see her? Consider London’s use of imagery, portraying her as an angelic figure.

Ida & Meyer

• Frank’s parents, Hungarian Jews, and war refugees who come to Australia to cleanse them of their pasts and to have a fresh start; some of this is purely by circumstance, but there are parts of their past that they willingly and actively eschew e.g. Ida’s piano
• note that Hungary is a landlocked country in the midst of European hustle and bustle with easy access to other nations/cultures/peoples, but Australia is an island on the other side of the world—consider how this affects their sense of isolation
• on the other hand, they do form new connections with people here and in their own individual ways; Ida by reclaiming her pianist talents and Meyer by taking up a new job

Task: You are Elsa, Ida, or Meyer and you’ve just discovered Frank’s poem book. What are your thoughts and feelings towards his writing? Consider the context of your chosen character’s own experiences

Minor Characters

I’m sure you’ve heard it by now, but any piece of text-based writing (creative or analytical) can be strengthened by diversifying the range of characters that you write about. Even though you’ve already differentiated yourself from most VCE students by even doing this text at all (very few people choose it, so props to you!), some inclusion of more minor characters might help to distinguish yourself further. I’ve picked some that I think are interesting to talk about, but feel free to experiment with others as well!

Sullivan

• a young man who contracts a severe strand of polio right on the cusp of adulthood, thereby exemplifying the theme of tragedy—however, his sense of humour remains active in spite of his immobility, so perhaps he not only exemplifies this theme but subverts it as well
• London poses the complex question of whether or not he’s actually unhappy or defeated as a result of polio; there’s no clear answer, since there’s many ways to interpret his humour (is it a sign of strength or is it a front for inner turmoils expressed through poetry?)
• in addition to his humour and poetry, his relationship with his family could also be an interesting point of discussion to address some of these questions

Ann Lee

• a young girl in the hospital who is quite close to Elsa (almost in a sisterly way)—how have they developed this relationship, and how does this relate to the theme of unity/companionship/human connection?
• notably, she wanted to rehabilitate herself after polio took away her ability to feed the brumbies in her desert town—think about how this might represent strength as well

Julia Marai & Hedwiga

• Ida’s former piano teacher and her flatmate/partner who live at the top of an apartment block in Budapest; they shelter Frank in their attic under no obligation whatsoever, but purely out of the kindness and selflessness of their hearts
• again, there’s this subversion of what it means to be isolated: on one hand, their apartment is so cut off from the rest of the world below, and they lead a largely self-sufficient life together, but on the other hand, the fact that they’re together means that they’re not entirely isolated consider the power of human connection in this context as well

Task: Pick a minor character from this list and a character from the above list of major characters, and write about them meeting each other for the first time. Pick two that do not already interact closely within the novel e.g. Elsa meeting Sullivan

I hope this gives you some ideas or starting points about writing creatively on this text!

Download the PDF version of The Golden Age study guide here.

Dissecting an A+ Essay using 'The Golden Age'

Picture this: you’re sitting down at your desk, fumbling your fingers, inspecting the new stationary that you convinced yourself you needed for year 12, resisting the urge to check your phone. Your text response SAC is in two weeks. You’re freaking out because you want, no, need an A+. You decide to write a practice essay for your English teacher. Practice makes perfect, right? You stay up for hours, pouring your heart and soul into this essay. The result? B+. Where did I go wrong?

That’s where I come in! Writing an A+ essay can be really tough without examples and specific advice. Before reading on, make sure you've read our Ultimate Guide to VCE Text Response so you are up to scratch.

I will be explaining some basic dos and don’ts of writing an essay on The Golden Age, providing a model essay as an example.

The following prompt will be referenced throughout the post;

‘The Golden Age’ shows that everyone needs love and recognition. Discuss.

Planning: the silent killer of A+ essays

I’m sure your teachers have emphasised the importance of planning. In case they haven’t, allow me to reiterate that great planning is compulsory for a great essay. However, flimsy arguments aren’t going to get you an A+. The examiners are looking for complex arguments, providing a variety of perspectives of the themes at hand. From the above prompt, the key word is, ‘discuss’. This means that you should be discussing the prompt, not blindly agreeing with it. Make sure you don’t write anything that wouldn’t sit right with London.‍

DON’T

Don’t plan out basic arguments that are one-dimensional. This may give you a pass in English, but won’t distinguish you as a top-scoring student.

For example:

• Paragraph 1: The children at TGA need love and recognition.
• Paragraph 2: Ida and Meyer need love and recognition
• Paragraph 3: Sister Penny needs love and recognition.

The above paragraphs merely agree with the statement, but don’t delve into the many aspects of the novel that could contribute to a sophisticated essay.

DO

Do create complex arguments, or paragraphs with a twist! If you can justify your argument and it makes sense, include it in your essay. There are many ways that you could answer this question, but my plan looks like this:

• Paragraph 1: Frank Gold yearns for mature, adult love, not recognition from onlookers or outsiders
• Paragraph 2: Ida Gold does not seek recognition from Australia, but love and validation from herself
• Paragraph 3: Albert requires love from a specific kind of relationship – family, and Sullivan may view love from his father as pity which he rebukes

See the difference?

The introduction: how to start your essay off with a BANG!

Personally, I always struggled with starting an introduction. The examiners will be reading and marking thousands of essays, so if possible, starting your introduction with something other than Joan London’s ‘The Golden Age’… is a great way to make you stand out from the crowd. Having a strong start is essential to pave the way for a clear and concise essay. You could start with a quote/scene from the text! This is not essential, but it’s a great way to mix things up. This is my start:

Perhaps nothing exemplifies the power of love and recognition more than the bond between Albert Sutton and his older sister, Lizzie, in Joan London’s ‘The Golden Age’. Many of London’s characters exhibit suffering that requires compassion and support to heal and grow, to distinguish present from past. However, London explores the perspectives of such characters from different aspects of trauma, and emphasise that love and recognition do not always work to heal and mature. Frank Gold, the novel’s resident “sneaky” boy who adjusts to newfound life in the Golden Age Convalescent Home seeks love as an adult, rather than eliciting sympathy as a supposed victim. Here love and recognition are unsuccessful in amending Frank’s troubles when given from the perspective of an outsider, a judgemental onlooker. In a similar sense, Ida Gold seeks recognition not from Australia, who she views as a ‘backwater’, but validation in herself after having been ousted from her Hungarian identity. London, however, makes sure to emphasise the impact that Sullivan has on Frank Gold’s life. Sullivan, a boy only a few years older than Frank, seems content with his future, with his fate, despite his sacrifice of rugby and conventional life.  There is a lacking sense of urgency for love and recognition in Sullivan’s life, rather, it appears that Sullivan accepts his fate, regardless of his father’s sympathy or support. Thus, London explores a myriad of ways in which love and recognition may or may not heal wounds inflicted upon individuals.

Remember, there are many other ways you could start your essay.

The body paragraphs: To TEEL or not to TEEL?

I’m sure you’ve heard of TEEL countless times since year 7. Topic sentence, evidence, explanation, link. The truth is that these elements are all very important in a body paragraph. However, following a rigid structure will render your essay bland and repetitive. It is also extremely important to note that you should be using evidence from multiple points in the text, and you should be making sure that your paragraphs are directly answering the question. Write what feels natural to you, and most importantly, don’t abuse a thesaurus. If you can’t read your essay without rummaging for a dictionary every second sentence, you should rewrite it.  If vocabulary isn’t your strong point (it definitely isn’t mine!), focus on clean sentence structure and solid arguments. There’s nothing worse than you using a fancy word incorrectly.

DON’T

Don’t overuse your thesaurus in an attempt to sound sophisticated, and don’t use the same structure for every sentence. For example:

Prematurely in the paperback London makes an allusion to Norm White, the denizen horticulturalist of The Golden Age Convalescent Home…

That was an exaggerated example generated by searching for synonyms. As you can see, it sounds silly, and some of the words don’t even make sense. I mean, “denizen horticulturalist”…really?

DO

Do mix up your paragraph structure! If vocabulary is your weak point, focus on clean language.

Here’s mine:

Early in the novel, London makes reference to Norm White, the resident groundskeeper of The Golden Age Convalescent Home. Norm White hands Frank Gold a cigarette, “as if to say a man has the right to smoke in peace”. Here, there is a complete disregard for rule and convention, an idea that London emphasises throughout the text. This feature provides a counter-cultural experience for Frank, pushing him to realise that he is a strong human being rather than a mere victim. This is a clear contrast to the “babyishness” of the home, and is used as evidence of true humanity in an era where society judged upon the unconventional. Frank yearns for a traditional Australian life after his trauma in Hungary; “his own memory…lodged like an attic in the front part of his brain”. Hedwiga and Julia Marai’s caring of him pushed him towards fear and reluctance to trust, yet also pressured him to seek acceptance in a world that ostracises him for his Jewish heritage and polio diagnosis. This here is why Frank desires a mature, adult connection – love that regards him as an equal human being. Frank seeks Elsa’s love and company as she too loathes being reduced to a victim, an object of pity. Frank thereafter uses humour to joke of his wounds; “we Jews have to be on the lookout”. Elsa sees “a look in his eyes that she recognised”, thus their bond enables both characters to heal. London alludes that Frank requires love and recognition not from the perspective of a sorrowful onlooker, rather he longs to be recognised as a mature adult.

To learn more about using the right vocabulary, read 'Why using big words in VCE essays can make you look dumber'.

The conclusion: closing the deal

I firmly believe in short and sharp conclusions. Your body paragraphs should be thoroughly explaining your paragraphs, so don’t include any new information here. A few sentences is enough. Once again, write what feels natural, and what flows well.

DON’T

Don’t drag out your conclusion. Short and concise is the key to finishing well.

DO

Do write a sharp finish! Sentence starters such as, “Ultimately…” or “Thus, London…” are great.

Here’s mine:

Although trauma is often treated with love and compassion, London details different perspectives on this idea. Whilst Frank Gold requires a specific kind of recognition, Ida and Meyer seek validation in themselves and their relationship, whilst Sullivan is at ease with his fate and does not yearn sympathy from his father.

‍
To learn more about A+ essays, you should also have a read of 10 easy English points you're missing out on.

I'll finish off by giving you an exercise: brainstorm and write up a plan for the essay topic shown in the video below. I'd recommend you do this before watching Lisa's brainstorm and plan. That way, you can see which of your ideas overlapped, but also potentially see which ideas you may have missed out on. Good luck!

The Golden Age Essay Topic Brainstorm

[Video Transcript]

The takeaway message for this video will be to utilise minor characters here and there to deepen your argument. London has really developed all her characters to feel three-dimensional and real, so it’s important not to just write about Frank and Elsa when there are so many others worth touching on.

Let's head straight into background information:

Joan London’sThe Golden Age is a novel about children recovering from polio in a convalescent home in Perth. She tells the stories of these various children, their families, and their caretakers, focusing on FrankGold and Elsa Briggs, the young protagonists who are just starting to develop romantic feelings for each other. Though they, and many of the other children, have faced much hardship and misfortune, London tells a story of hope and human connection in times of misery.

On that note, today’s essay topic is:

The Golden Age is primarily a tragic tale of isolation. Discuss.

Let’s break this prompt down and define some keywords. The keywords we’ll be looking at first are isolation and tragic. We’ll be defining them quite briefly, but be sure to think about these in terms of how they relate to the novel. In particular, see if any scenes, passages or characters jump to mind.

Isolation is a state of being alone or away from others and can be associated with a sense of powerlessness or insignificance. Tragic can simply just mean sad, depressing and loaded with sorrow or ‘pathos’, but there are also literary implications to this word: you might’ve done a tragic Shakespeare play and learned this before, but in general, a tragic story centres on a hero who encounters misfortune, and treats their demise in a serious or solemn way. Note that a good essay will discuss both these terms, and will address not only isolation but also the question of whether or not it is treated tragically.

The other important word is ‘primarily’. This word in the prompt suggests that The Golden Age is for the most part about these ideas - for you, that means you should ask yourself how central you think they are, and make a call on whether they are the most central.

Well, it’s definitely true that elements of isolation and separation do exist in The Golden Age, but these themes are not primarily tragic ideas in the novel -London explores the way in which hope can shine through in times of hardship. In fact, the novel overall has a message of kinship and hope, and this would be the primary thematic focus, as well as the main treatment of otherwise tragic ideas. So how might this look in paragraphs?

Paragraph 1: Let’s concede that the novel does evoke sadness through its frequently sombre tone and treatment of isolation

We see this through characters such as Ida and Meyer, who have been cut off from the world in their escape from their war-torn home, and forced to transition from their landlocked Hungary to an island on the other side of the globe. Their struggle to adjust is evoked through symbols - for instance, black cockatoos, which represent a “homely, comforting” omen to locals, sound “melancholy [and] harsh” to Ida. In particular, London’s solemn characterisation of Ida as constantly “frowning”, and as having a “bitter little mouth that usually gripped a cigarette ”works to emphasise her ennui or her dissatisfaction with being cut off from the world. Their homesickness is evoked through this constant longing for home, though sometimes much more literally: Meyer feels that “never again on this earth…would, he feel at home as he once had.”

Similarly, the story of Sullivan Backhouse, confined in an “iron lung” and physically isolated from outside contact, is also primarily tragic. London develops this character and gives him a backstory - he has “just turned eighteen” and had been the “prefect [and] captain of the rowing team.” This gives readers an idea of the life he might have had if not for the tragedy of his condition. Even in spite of his “good-humoured nature”, his poetry belies the pessimism within - his book, morbidly entitled “on my last day on earth”, closes with the line “in the end, we are all orphans.” We can thus see how lonely he must have felt when he tragically passed away.

In this paragraph, we’ve considered three different characters, whereas a lot of people writing on this text might just do a character per paragraph, so this is a good way to really show the examiners that you’ve considered the full extent of what the book offers. Let’s continue this as we move onto…

Paragraph 2: We disagree, however, since the novel includes various other moods and thematic material - in particular, London explores notions of resolve and hope in times of hardship 

Now, the first character that comes to mind would have to be Elsa - London uses particularly powerful imagery, such as her “translucent”, “golden wave” of hair or even her “profile, outlined in light”, to portray her as angelic or elysian. For the children, Elsa evidently represents hope - even in her state of isolation, her “graceful and dignified” demeanour and her quiet acceptance that polio “was part of her” is courageous and worthy of admiration.

Moving onto a minor character who was perhaps inspired by Elsa - the young Ann Lee, who was quite close to Elsa, also has a story which is more inspiring than tragic. When polio first crippled her, she found herself unable to give water to the brumbies in her desert town. As a result, she perseveres, “step after painstaking step” so as to be able to return home and “give a drink to thirsty creatures.” Her compassion and determination to work against her isolation become the focus of her tale.

Paragraph 3: In fact, the novel’s focus is on hope rather than tragedy

A range of other characters demonstrate the power of love and human connection in the face of adversity, and London seems to be focusing on these ideas instead. Plus, it’s not just the children who are brave in the face of tragedy, but ordinary people prove themselves to have the potential for strength and courage. Take Julia Marai and Hedwiga, who hide Frank in their attic during the Nazi invasion of Hungary. Even though their apartment is “on the top” of the block, and isolated in its height, suspended from the world, they become “provider[s]” for Frank. London writes that in difficult times, “kindness and unselfishness were as unexpected, as exhilarating, as genius,” and it’s easy to see how these qualities form a counterpoint to the tragedies that permeate the novel, allowing hope to shine through. 

And that’s the end of the essay! Being able to explore minor characters like we did here is a really good way to show examiners that you have a deeper understanding of a text, that you’ve considered it beyond just the main characters on the surface. The Golden Age is a really great one for this because London has done so much with her cast.

Essay topics

1. “Being close made them stronger.” In The Golden Age, adversities are tempered by camaraderie. Do you agree?

2. Despite the grim context, The Golden Age highlights and celebrates the potential of life. Discuss.

3. Memories of past successes and failures have significant lingering effects on characters in The Golden Age. Is this an accurate assessment?

4. “[I would be] a fox, following a Palomino.” How do animals such as these contribute symbolically to The Golden Age?

5. It is largely loneliness which defines the struggles of the children in The Golden Age. Discuss.

6. In what ways is The Golden Age a novel of displacement?

7. Fear of the unknown is something which permeates The Golden Age. Is this true?

8. What is the role of family in Joan London’s The Golden Age?

9. Isolation in The Golden Age exists in many oppressive forms. Discuss.

10. Throughout The Golden Age, London draws attention to beauty rather than to suffering. Discuss.

11. In spite of their youth, it is the children of The Golden Age who understand best what it means to be an individual in the world. Do you agree?

12. How do characters from The Golden Age learn, grow and mature as the novel takes its course?

13. Due to the range of different onset stories, each of the children and their families in The Golden Age face a different struggle with their identity. Discuss.

14. “Home. She hadn’t called Hungary that for years.” In spite of all their struggle, the Golds never truly feel any sense of belonging in Australia. To what extent do you agree?

15. Explore the factors which drive Joan London’s characters to persevere.

Resources

The Ultimate guide to VCE Text Response

How To Write A Killer Text Response Study Guide

How to embed quotes in your essay like a boss

How to turn your Text Response essays from average to A+

5 Tips for a mic drop worthy essay conclusion

Updated 19/01/2021

Contents

1. What Is Text Response?
2. What Are You Expected To Cover? (Text Response Criteria)
3. School Assessed Coursework (SAC), Exams and Allocated Marks
4. How To Prepare for Your Text Response SAC and Exam
5. How To Write a Text Response

1. What Is Text Response?

Like its name, Text Response is when you respond to a text. The most popular texts are novels and films; however, plays, poetry and short stories are also common. Your response will be in the form of an essay, in which you discuss themes, ideas and characters. Recall all the novels and films you've studied since Year 7 (there'll be quite a few!). You should be very familiar with the process of watching a film or reading a novel, participating in class discussions about themes and characters, and finally, submitting an essay based on the text.

As you graduate into higher year levels, you spend each year revising and improving on TEEL, learning to better incorporate quotes and formulating even longer essays than the year before (remember when you thought you couldn't possibly write an essay more than 500 words?).

The good news is, all of that learning is now funnelled into VCE’s Text Response, one of the three parts of the VCE English study design. Text Response, officially known as ‘Reading and Responding’ in the study design, is the first Area of study (AoS 1) - meaning that the majority of students will tackle the Text Response SAC in Term 1. Let's get into it!

2. What Are You Expected To Cover? (Text Response Criteria)

What are teachers and examiners expecting to see in your essays? Below are the VCE criteria for Text Response essays.

Note: Some schools may express the following points differently, however, they should all boil down to the same points - what is necessary in a Text Response essay.

a) Critically analyse texts and the ways in which authors construct meaning;

Much of the ‘meaning’ in a novel/film comes instinctively to readers. Why is it that we can automatically distinguish between a protagonist from an antagonist? Why is it that we know whether or not the author supports or denounces an idea?

Here you need to start looking at how the author constructs their texts and why they have made that choice. For example, the author describes a protagonist using words with positive connotations (kind, brave, charming), whereas the antagonist is described with words using negative connotations (vain, egocentric, selfish).

For example, 'in Harry Potter, by describing the protagonist Harry as "brave", the author JK Rowling exhibits the idea of how possessing bravery when making tough choices or facing challenges is a strong and positive trait.'

b) Analyse the social, historical and/or cultural values embodied in texts;

Society, history and culture all shape and influence us in our beliefs and opinions. Authors use much of what they’ve obtained from the world around them and employ this knowledge to their writing. Understanding their values embodied in texts can help us as readers, identity and appreciate theme and character representations.

For example, 'through the guilty verdict of Tom Robinson in To Kill A Mockingbird, Harper Lee expresses the belief that the American legal system in the 1930s was not always fair or just.'

For more information on context and authorial intent in VCE English, read Tim's blog, Context and Authorial Intention in VCE English, or Olivia's on what authorial intent is and why it's important.

c) Discuss and compare possible interpretations of texts using evidence from the text;

Be open to the idea that many texts can be interpreted in many ways. Texts are rarely concrete and simple. Take The Bible, a book that is one of the most popular and famous books in history but is interpreted differently by every person. Acknowledging more than one perspective on a certain aspect of the text, or acknowledging that perhaps the writer is intentionally ambiguous, is a valuable skill that demonstrates you have developed a powerful insight into your text.

For example, 'in The Thing Around Your Neck, feminist readers condone Adichie's stories which all revolve around women either as protagonist or as narrators, giving voice to the disempowered gender in Nigerian society.'

‍d) Use appropriate metalanguage to construct a supported analysis of a text;

While you should absolutely know how to embed quotes in your essay like a boss, you want to have other types of evidence in your Text Response essay. You must discuss how the author uses the form that he/she is writing in to develop their discussion. This encompasses a huge breadth of things from metaphors to structure to language.

For example, 'The personification of Achilles as "wolf, a violator of every law of men and gods", illustrates his descent from human to animal….' or 'Malouf’s constant use of the present voice and the chapter divisions allow the metaphor of time to demonstrate the futility and omnipresence of war…'.

To learn more about metalanguage, read our 'What Is Metalanguage?' post.

e) Control and effectiveness of language use, as appropriate to the task

When examiners read essays, they are expected to get through about 12-15 essays in an hour! This results in approximately 5 minutes to read, get their head around, and grade your essay - not much time at all! It is so vital that you don’t give the examiner an opportunity to take away marks because they have to reread certain parts of your essay due to poor expression and grammar.

For further advice on the above criteria points, read Emily's (English study score 46): Year 12: How To Turn Your Text Response Essays From Average to A+.

3. School Assessed Coursework (SAC), Exams and Allocated Marks

Reading and Creating is assessed in Unit 1 (Year 11) and Unit 3 (Year 12). The number of allocated marks are:

• Unit 1 - dependant on school
• Unit 3 English – 30 marks
• Unit 3 EAL – 40 marks

Exactly when Text Response is assessed within each unit is dependent on each school; some schools at the start of the Unit, others at the end. The time allocated to your SAC is also school-based. Often, schools use one or more periods combined, depending on how long each of your periods last. Teachers can ask you to write anywhere from 800 to 1000 words for your essay (keep in mind that it’s about quality, not quantity!)

In your exam, you get a whopping total of 3 hours to write 3 essays (Text Response, Comparative and Language Analysis). The general guide is 60 minutes on Text Response, however, it is up to you exactly how much time you decide to dedicate to this section of the exam. Your Text Response essay will be graded out of 10 by two different examiners. Your two unique marks from these examiners will be combined, with 20 as the highest possible mark.

4. How To Prepare for Your Text Response SAC and Exam

Preparation is a vital component in how you perform in your SACs and exam so it’s always a good idea to find out what is your best way to approach assessments. This is just to get you thinking on the different study methods you can try before a SAC. Here are my top strategies (ones I actually used in VCE) for Text Response preparation that can be done any time of year (including holidays - see How To Recharge Your Motivation Over the School Holidays for more tips):

a) Reread your book (or rewatch the film)

After all the learning and discussion you’ve had with your teacher and peers, you should have now developed a solid foundation of knowledge. Rereading a book enables you to refresh your memory on subplots, popular passages and most importantly, helps you fill in any missing gaps in knowledge. Take this as an opportunity to get familiar with the parts of the texts you're less confident with, or to examine a particular theme that you know you're weaker in (HINT: A good place to start is to make sure you know the difference between themes, motifs and symbols!)

b) Do a close analysis

This is like an advanced version of rereading a book. A 'close analysis' - a term stolen from VCE Literature (thanks Lit!) - is basically where you select a passage (a short chapter or a few pages), and analyse it in detail.

As you move through the passage, you can pick out interesting word choices made by the author and try to interpret why they have made this choice. Doing a close analysis will immensely strengthen your metalanguage analysis skills, and also give you the opportunity to stand out from other students because you can offer unique and original analysis and evidence in your essay. I know this can be a bit confusing, so this video below shows a full close analysis of a Macbeth passage in action:

c) Read and watch Lisa's Study Guides' resources

Doing this study all by yourself can be rather daunting, so we've got your back. We specialise in supporting VCE English by creating helpful videos, study guides and ebooks. Here are some just to get your started:

YouTube Videos

We create general Text Response advice videos like this:

We also create text-specific videos:

And if you just need general study advice, we've got you covered too:

Check out our entire YouTube channel (and don't forget to subscribe for regular new videos!).

Study Guides

Our awesome team of English high-achievers have written up study guides based on popular VCE texts. Here's a compilation of all the ones we've covered so far:

After Darkness by Christine Piper

Cosi by Louis Nowra

‍‍Extinction by Hannie Rayson

‍Flames by Robbie Arnott

False Claims of Colonial Thieves by Charmaine Papertalk Green and John Kinsella

‍Go Went Gone by Jenny Erpenbeck

‍Like a House on Fire by Kate Kennedy

‍Measure for Measure by William Shakespeare

‍Old/New World Selected Poems by Peter Skrzynecki

‍‍On The Waterfront by Elia Kazan

‍Ransom by David Malouf

‍Rear Window by Alfred Hitchcock

‍Runaway by Alice Munro

‍Station Eleven by Emily St John Mandel

Sunset Boulevard by Billy Wilder (Analysis of Film Techniques)

Sunset Boulevard by Billy Wilder (Incorporating Cinematic Features into your VCE Essay)

‍The Crucible by Arthur Miller

‍The Complete Maus by Art Spiegelman‍

The Erratics by Vicki Laveau-Harvie (Setting)

The Erratics by Vicki Laveau-Harvie (Breakdown of Themes & Quotes)

‍‍The Golden Age by Joan London

‍The Lieutenant by Kate Grenville

The Memory Police by Yoko Ogawa

‍The Secret River by Kate Grenville

The White Girl by Tony Birch

‍To Kill a Mockingbird by Harper Lee

We Have Always Lived in the Castle by Shirley Jackson

‍William Wordsworth: Poems Selected by Seamus Heaney

‍‍Women of Troy by Euripides (Don Taylor's version)

‍Year of Wonders by Geraldine Brooks

Tip: You can download and save many of these study guides for your own study use! How good is that?

eBooks

And if that isn't enough, I'd highly recommend my How To Write A Killer Text Response ebook.

Most people seem to the think the most difficult part of Text Response is the writing component - and they're not completely wrong. However, what I've found is that not even students place emphasis on the brainstorming, preparation and planning of Text Response.

Think about it - if you don't come to the table with the best ideas, then how can you expect your essay to achieve A+? Even if you write an exceptional essay, if it doesn't answer the prompt, your teacher won't be sticking a smiley face on your work. We need to avoid these common teacher criticisms, and I have no doubt you've experienced at least once the dreaded, 'you're not answering the prompt', 'you could've used a better example' or 'more in-depth analysis needed'.

Enter my golden strategy - the THINK and EXECUTE strategy. This is a strategy I developed over the past 10 years of tutoring, and I've seen my students improve their marks every time. The THINK and EXECUTE strategy breaks up your Text Response into two parts - first the THINK, then the EXECUTE. Only with the unique THINK approach, will you then be able to EXECUTE your essay to its optimum potential, leading yourself to achieve those higher marks.

To learn more about the THINK and EXECUTE strategy, download my ebook sample on the shop page or at the bottom of this blog, or check out the video below:

‍d) Get your hands on essay topics

Often, teachers will provide you with a list of prompts to practice before your SAC. Some teachers can be kind enough to hint you in the direction of a particular prompt that may be on the SAC. If your teacher hasn’t distributed any, don’t be afraid to ask.

We have a number of free essay topics curated by our team at LSG, check some of them out. Also go scroll back up to our list of study guides above, as most of those also have essay prompts included:

‍‍All the Light We Cannot See Essay Topics

‍‍Like a House on Fire Essay Topics‍

‍The Handmaid's Tale Essay Topics

Women of Troy Essay Topics‍‍

e) Brainstorm and write plans

Once you've done some preliminary revision, it's time to write plans! Plans will help ensure you stick to your essay topic and have a clear outline of what your essay will cover. This clarity is crucial to success in a Text Response essay.

Doing plans is also an extremely time-efficient way to approach SACs. Rather than slaving away hours upon hours over writing essays, writing plans can will save you the burnout and will get you feeling confident faster.

I've curated essay topic breakdown videos based on specific VCE texts. In these videos, I explore keywords, ideas and how I'd plan an essay with corresponding examples/evidence.

f) Write essays

Yes, sad, but it’s a fact. Writers only get better by actually writing. Even if you just tackle a couple of essays then at least you will have started to develop a thinking process that will help you to set out arguments logically, utilise important quotes and time yourself against the clock. It will help you write faster as well – something that is a major problem for many students. With that said, let's get into how to write a Text Response next.

Take a look at some of the essays our amazing LSG team have written:

After Darkness Essay Topic Breakdown

All the Light We Cannot See Essay Topic Breakdown

Chronicle of a Death Foretold Essay Topic Breakdown

‍Extinction A+ Essay Topic Breakdown

‍Station Eleven Essay Topic Breakdown‍‍

Women of Troy Essay Topic Breakdown

Wordsworth A+ Essay Topic Breakdown‍

If you need any more tips on how to learn your text in-depth, Susan's (English study score 50) Steps for Success in Text Study guide provides a clear pathway for how to approach your text and is a must read for VCE English students!

And, if you're studying a text you hate (ugh!) be sure to check out Lavinia's guide which teaches you how to do well even when you don't like your text!

5. How To Write a Text Response

Before you start writing, make sure you're familiar with The Five Types of Text Response Prompts. Understanding the different types will help you move beyond a 'basic' one-size-fits-all structure.

Introduction

In an introduction, you're expected to have the following:

• Context (or background)
• Author's name
• Title of text
• Contention
• Main arguments

Here's an example from Vindhya (English study score 46), in her post Dissecting an A+ Essay Using 'The Golden Age' by Joan London:

Perhaps nothing exemplifies the power of love and recognition more than the bond between Albert Sutton and his older sister, Lizzie, in Joan London’s ‘The Golden Age’. Many of London’s characters exhibit suffering that requires compassion and support to heal and grow, to distinguish present from past. However, London explores the perspectives of such characters from different aspects of trauma, and emphasise that love and recognition do not always work to heal and mature. Frank Gold, the novel’s resident “sneaky” boy who adjusts to newfound life in the Golden Age Convalescent Home seeks love as an adult, rather than eliciting sympathy as a supposed victim. Here love and recognition are unsuccessful in amending Frank’s troubles when given from the perspective of an outsider, a judgemental onlooker. In a similar sense, Ida Gold seeks recognition not from Australia, who she views as a ‘backwater’, but validation in herself after having been ousted from her Hungarian identity. London, however, makes sure to emphasise the impact that Sullivan has on Frank Gold’s life. Sullivan, a boy only a few years older than Frank, seems content with his future, with his fate, despite his sacrifice of rugby and conventional life. There is a lacking sense of urgency for love and recognition in Sullivan’s life, rather, it appears that Sullivan accepts his fate, regardless of his father’s sympathy or support. Thus, London explores a myriad of ways in which love and recognition may or may not heal wounds inflicted upon individuals.

Try to keep your introduction to the point. There's no need to prolong an introduction just to make a set number of sentences. It's always better to be concise and succinct, and then move into your main body paragraphs where the juicy contents of your essay resides.

Body Paragraph

Most of you will be familiar with TEEL. TEEL can stand for:

• Topic sentence
• Example
• Evidence
• Linking sentence

If your teacher or school teaches you something slightly different - that's okay too. At the end of the day the foundations are the same.

Early in the novel, London makes reference to Norm White, the resident groundskeeper of The Golden Age Convalescent Home. Norm White hands Frank Gold a cigarette, 'as if to say a man has the right to smoke in peace'. Here, there is a complete disregard for rule and convention, an idea that London emphasises throughout the text. This feature provides a counter-cultural experience for Frank, pushing him to realise that he is a strong human being rather than a mere victim. This is a clear contrast to the “babyishness” of the home, and is used as evidence of true humanity in an era where society judged upon the unconventional. Frank yearns for a traditional Australian life after his trauma in Hungary; 'his own memory…lodged like an attic in the front part of his brain'. Hedwiga and Julia Marai’s caring of him pushed him towards fear and reluctance to trust, yet also pressured him to seek acceptance in a world that ostracises him for his Jewish heritage and polio diagnosis. This here is why Frank desires a mature, adult connection – love that regards him as an equal human being. Frank seeks Elsa’s love and company as she too loathes being reduced to a victim, an object of pity. Frank thereafter uses humour to joke of his wounds; 'we Jews have to be on the lookout'. Elsa sees 'a look in his eyes that she recognised', thus their bond enables both characters to heal. London alludes that Frank requires love and recognition not from the perspective of a sorrowful onlooker, rather he longs to be recognised as a mature adult.

Conclusion

Conclusions should be short and sweet.

Although trauma is often treated with love and compassion, London details different perspectives on this idea. Whilst Frank Gold requires a specific kind of recognition, Ida and Meyer seek validation in themselves and their relationship, whilst Sullivan is at ease with his fate and does not yearn sympathy from his father.

For further detail from Sarah (English study score 45), read her advice on 5 Tips for a Mic-Drop Worthy Essay Conclusion.

That's it for the Ultimate Guide to VCE Text Response. Good luck!

*Originally posted in 2011, this blog post has been revised for the latest English study design.

Before you read this A+ essay by one of LSG's tutors, Risini, make sure you've read our Extinction blog post covering themes, characters, and more!

In a play that tackles issues ranging from conservation to human indulgence and morality it can be difficult to write a well-structured and detailed response to what usually seems like an existential topic (just like the one below). And not to mention the challenge of including all four characters in your essay without the stale character-based approach. So, below is an example of a high scoring essay with tips on how you can elevate the quality of your response to get those extra points!

In this essay, you'll see Risini has offered annotations throughout her essay to show you her thinking. If you find this helpful, then you might want to check out our Extinction: A Killer Text Guide where we cover 5 A+ sample essays (written by a 50 study scorer!) with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so you reach your English goals! Let's get started.

Rayson’s play is about our propensity as humans to make questionable decisions despite our moral convictions. 

Introduction

Mankind’s ambition to improve and develop as human beings distinguishes themselves from their bestial, primal instincts (1). However, Hannie Rayson’s play Extinction, explores the complexities threaded throughout the human condition that propel individuals towards the ethically ambiguous (2). Rayson examines the the insecurities peppering the contemporary lifestyle, that threaten the integrity of our outward ideologies (3). Similarly, Rayson explores our indelible connection with nature that leads individuals to pursue baser impulses. Ultimately however, Rayson captures the strength of the human capacity to align our moral convictions with our judgements (4). 

*Annotations

(1) This play tackles humanity and its flaws, so beginning with a broad, conceptual sentence is a good way to ease into discussion.

(2) Addressing topic.

(3) Agreeing with the topic.

(4) Challenging the topic. Indicating Rayson’s play isn’t only about questionable decision making, it is also about people’s ability to make the morally right decisions.

Paragraph 1

In spite of people’s outward conformity to their moral values, Rayson captures the power of human insecurities to compromise their values (5). It is the birth of moral dilemmas from such insecurities, that prompts questionable decision-making (6). Dixon-Brown, who exercises a pragmatic ideology as fortified by her Dixon-Brown Index and classifies the tiger quolls as “functionally extinct”, leaves her insecure and longing for meaningful connection and companionship (7). Indisputably, Harry Jewell’s charming exterior and sensitivity offers to fill Dixon-Brown’s emotional chasm, but also offers a moral dilemma for Dixon-Brown: to fill this chasm, or uphold her professional integrity. Dixon-Brown’s pursuit of “illicit professional compromise” with Harry, as a result of her moral dilemma, distorts her moral stance, now considering tiger quolls as simply “hard to find” and “shy”. Rayson (8) challenges the integrity of people’s moral values, demonstrating how one’s emotional hunger can outweigh even their own moral expectations. Like Dixon-Brown, Piper (9) values her relationships, yet is neither immune to hypocrisy. Championing the untiring philosophy that “all species are worth saving”, Piper recognises humanity’s moral responsibility to offer compassion to life beyond our own species. However, she is devastated by Beast’s (10) prognosis, lamenting “I am not ready”, despite having previously baulked at “Twinkie’s pacer” (11). Rayson undermines Piper’s outward altruism, challenging whether it merely cloaks a selfish desire to appease her own insecurities of losing her loved ones. Regardless of our moral convictions, Rayson explores the insecurities formed from our fears of loneliness that compel individuals to compromise their moral ideals. 

*Annotations

(5) Notice how I discuss many themes in Extinction, beyond morality and decision-making. From understanding and reasoning with characters, I also explore companionship, belonging, isolation and hypocrisy. I avoid introducing character names in the topic sentence, as this can scream ‘character-based paragraph’ to the examiner.

(6) Immediately addressing views and values of writer. This is more interesting than the conventional approach of presenting evidence, exploring it then diving into values of the writer.

(7) Here, I try to bring Dixon-Brown to life by empathising with her. Compare this with: Dixon-Brown’s pragmatic exterior is undermined when she pursues a romantic affair with Harry Jewell. This sounds more like summary and comes off robotic and unemotional, neither does it add any dimension to her character.

(8) Using the author’s name when exploring views and values.

(9) It’s always nice to have a transition sentence between a new piece of evidence, especially in Extinction when a lot of the evidence is character-based.

(10) Use of minor characters.

(11) Minor characters again.

Paragraph 2‍

Rayson explores people’s inextricable connection with nature that undermines the purity of our ideology (12). In spite of Harry’s sentimental connection with nature that motivates him to pursue the Quoll Project, reminiscing of his childhood pet “Errol Flynn” and being a part of a family that made a “living off the land”, Rayson explores our darker ties to nature that leads individuals to make questionable decisions (13). Through the symbol of the birds of prey (14) in Harry and Piper’s camp, including the beautiful “barking owl”, Rayson alludes to how humans can too manipulate and prey to indulge their baser impulses, leaving aside morals (15). Beyond this, Rayson investigates the universal concept of mortality (16) that is shared by all life forms in nature. Confronting the shadow of mortality, Andy’s stoic façade and impenetrable ideology is undermined. He shares his stamp of impermanence with the injured tiger quoll with a “snapped spinal column”, and is likely able to empathise with it (17). Thus, his decision to euthanise the quoll may have been the inadvertent projection of his desire to end his own suffering. Through Piper, who challenges Andy for choosing the “most convenient option”, Rayson illuminates how our ties to nature can compromise our ethics and decisions, reaffirming our propensity towards moral contradictions. 

*Annotations

(12) In a play concerned with the environment, I try to include people’s connection to nature and the environment when I can.

(13) Good to mention topic.

(14) Include the symbols of nature that Rayson weaves into the play and its meaning.

(15) Good to mention topic.

(16) Again, I try to discuss more themes apart from morality and decision-making by including mortality. In a play concerning endangered species and measuring the worth of life, try to discuss mortality whenever possible.

(17) Again, I think finding similarities between the lives of animals and humans is crucial in this play, rather than considering them as two separate entities.

Paragraph 3

Ultimately, Rayson captures how humanity’s moral convictions can in fact align with their decisions when decisions are founded through virtuous ideals. Despite oscillating moral values that threaten the balance of Andy and Piper’s relationship (18), their shared morality of compassion and sacrifice reunite them at the play’s denouement. Andy’s willingness to sacrifice their relationship in order to not “waste her life” and Piper’s refusal to leave Andy side despite a future that “just leads to sadness” illustrates the human capacity to reconcile their differences when their moral values align with their future ambition. Rayson echoes this capacity for reconciliation through the setting (19) of the animal shelter in the play; a setting representing preservation and hope. Although the play begins with a “wet and windy night” in the animal shelter, intensifying the arguing and frustration (20), Rayson closes with the “gleam” and “twitch” of the tiger quoll in the same setting. This realises humanity’s capability making moral decisions through their virtuous ideals; striving to preserve and protect one’s relationships and natural habitat. As well as the possibility of a live tiger quoll who offers hope for their natural environment, Andy and Piper, who believe in loyalty and resilience, offer hope in a world permeated by moral contradiction. 

*Annotations

(18) I challenge the topic but still acknowledge my previous agreement with the topic.

(19) Use of metalanguage. Here I’ve explored a more natural setting, however Rayson often transitions between the city scape at Dixon-Brown’s apartment where the “noise of the city and peak-hour traffic rumbles below” and the natural landscape, “a wildlife rescue centre tucked away in the Cape Otway rainforest”. It can be effective to notice the contrast between the two and the events that occur in each setting.

(20) If analysing setting: Explore the effect of the setting on the mood of scene or characters. Then explore its significance to the views and values of the author.

Conclusion

Rayson’s (21) Extinction explores humankind’s moral frailty and gravitation towards the ethical when we focus too closely on ourselves. Rayson examines the insecurities woven throughout the human condition and our inextricable ties to nature that threaten our moral foundations, both prompting individuals to consider themselves over their relationships and duties to the environment. However, Rayson ultimately captures the resilience of mankind to unite despite their flaws, offering hope for the future of our environment and species. 

*Annotations

(21) Finish with a reflection of the bigger picture and overarching values the author promotes or condemns.

At first glance, Extinction may just seem like a short story of a chaotic quartet, but there are so many hearty themes to unpack and discuss. After a few re-reads, you will discover some unique finds, and after a few essays, you will find overlaps and patterns in seemingly philosophical topics.

For more sample essay topics, head over here so you can start practising some of the tips you've learnt in this blog! You'll also find another essay topic breakdown where we show you a 50 study scorer's essay plan. Happy writing!

Extra Resources

The Ultimate Guide to VCE Text Response‍

Extinction by Hannie Rayson‍

Extinction Text Guide Study Guide