Go ahead and tilt your mobile the right way (portrait). The kool kids don't use landscape...
Regardless of whether you’re writing a Text Response, Comparative, or even an Argument Analysis essay, it is easy to see the introduction as something inconsequential, that won’t change your overall mark. And as a result, far too many students view the intro as a mere convention of writing that simply needs to ‘tick off’ certain criteria before they get into the ‘meat’ of the essay. But, from my experiences in VCE English, I’ve found taking some time to write a concise, yet original, considered, and insightful intro (with a bit of flair when appropriate) can be hugely beneficial.
Why Your Teacher Says You Can’t Earn Any Marks in an Introduction
Everyone has heard it before:
You can’t win/lose marks in an introduction or conclusion
I’ll be the first to admit that in some ways, this is true. The purpose of a Text Response essay is to show an understanding of a text through analysis. So, it is natural that your essay is marked based on the quality of your analysis of the text. And, because very little of this analysis occurs in the introduction, it’s easy to think that an intro can’t influence or change your final mark. While this may be true in theory, the reality is that your introduction serves as a foundation for your analysis...and just like a house, without a solid foundation coming first the rest of your essay is more liable to be weak and fragile. In my mind, the introduction provides a basis for everything that you’re going to analyse in your body-paragraphs which can build upon the assertions you have made regarding the topic in your intro. In other words, the introduction sets the direction for your essay, which overall acts as a backbone allowing for a cogent argument to be presented in your piece.
How an Introduction Can Help You
Now that we have established how an introduction helps contribute to the overall cohesiveness of an essay, let’s have a look at how an intro can help you while you’re writing. Especially when writing under timed conditions, it can be difficult to produce a detailed plan which lays out the structure of an essay. Here's where your intro can be of great help. When considered carefully, your introduction can set the parameters within which your essay will be contained. In other words, your intro can define the scope of your essay, outlining which themes and characters you are going to explore, and most importantly what arguments you are going to posit throughout your script. This means that if you get lost, or go blank trying to figure out what you should write next you can refer back to your intro to find a sense of direction and regain a foothold in your essay and. In this way, the intro not only acts as a foundation for your body-paragraphs but also provides a blueprint for them which can guide you from point to point.
At the same time, although an introduction cannot explicitly earn you marks, I would argue that a quality introduction can help position your assessor to immediately categorise your essay as belonging in a higher mark bracket. At the end of the year, exam assessors have hundreds of scripts to mark. And the truth is, they will not dedicate more than a couple of minutes to read your essay. As such, if you can impress your assessor with a powerful opening, they are more likely to see your piece as one that should earn a high mark. The reality is that assessors can often tell a lot about an essay based on the quality of its introduction. Therefore, if you can write a 9-10/10 introduction, your assessor will already be leaning towards awarding you a mark in that range without even having read your body-paragraphs yet.
So, How Can You Write an Original Introduction That Doesn’t Sound Like Everyone Else's?
If there’s one thing English teachers and assessors hate, it’s reading essays that have been memorised and recited (though, if you absolutely insist, then here's a middle-ground option where you could use' templates'). What is crucial, then, is that from the very first line of your introduction you are responding directly and unswervingly to the topic. I would suggest trying to avoid starting with a cliche contextual statement in favour of a bold response to the topic.
For example, in response to the topic ‘Shakespeare’s Vienna is a world devoid of balance.’ I would try to avoid starting my introduction with a vague and easily memorisable statement such as...
‘Shakespeare’s Jacobean tragicomedy Measure for Measure explores the concept of balance in his extremest characters.’
Instead, a bold opening statement is preferable...
‘Whether it is in Vienna’s abject lasciviousness, Angelo’s ascetic self-governance, or even Isabella’s hyper-rectitude, Shakespeare’s conception of Vienna in Measure for Measure is one laced with problematic extremism.’
Consider opening with a quote which captures your take on the topic. In the Comparative task, most definitely try to avoid staring with the word ‘Both’, and instead consider shedding light on a theme or concept common to both texts.
For example, in response to the topic ‘Both Invictus and Ransom suggest empathy is key to creating unity.’...
Whether it is between African and Afrikaner or Trojan and Achaean, the capacity for human understanding is upheld as paramount to overcome societal fissures. After you have put forward a broad response to the topic in your opening sentence, your introduction can then proceed to ‘zoom in’ and offer more specific arguments. These specific ideas should essentially signpost the distinct arguments you are going to present in each of your body paragraphs.
‘One characteristic of high-scoring essays was recognition of the ways in which the ideas the student intended to discuss were connected.’
This means that the ideas you flag for discussion in your intro, should be logically connected to both the prompt and each other, and you should aim to outline these connections.
The specific ideas which you offer set the parameters for the rest of your essay, so it is a good idea to ensure that these insights take into consideration the implications of the key-terms of the topic, and attempt to take the topic further. This allows you to consider the text in a sophisticated and conceptual way while maintaining rock-solid links to the topic.
After you have ‘zoomed into’ the specific arguments you will be mounting in your essay, the final step is to ‘zoom back out’ and offer an incisive, and powerful overall contention which responds explicitly to the terms of the topic. We talk about this 'zoom in' and 'zoom out' technique in How To Write A Killer Text Response.
Ultimately, the introduction provides you with a great opportunity to show off to your assessors that you can write incisively, fluently, and with confidence.
Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps.
Then you're not alone! If you struggle to understand and stay on topic, learn how to answer the prompt every time with our How To Write A Killer Text Response study guide.
Finding out that your school has selected to study a Shakespeare play as your section A text can be a pretty daunting prospect. If I’m honest, I wasn’t all too thrilled upon discovering this either...it seemed as though I now not only had to worry about analysing my text, but also understanding what Shakespeare was saying through all of his old-fashioned words.
However, let’s not fret - in this post, I’ll share with you some Measure for Measure specific advice and tactics, alongside excerpts of an essay of mine as a reference.
Having a basic understanding of the historical context of the play is an integral part of developing your understanding of Measure for Measure (and is explored further in Measure for Measure by William Shakespeare). For example, for prompts that open with “What does Shakespeare suggest about…?” or “How does Measure for Measure reflect Shakespeare’s ideas about…?” it can be really helpful to understand Shakespeare’s own position in society and how that influenced his writing.
There’s no need to memorise certain parts of Shakespeare’s history - as that would serve no purpose - just try to gauge an understanding of what life was like in his time. Through understanding Shakespeare’s position in society, we are able to infer his stances on various characters/ideologies in the play.
Measure for Measure is often regarded as an anti-Puritan satire. Although Shakespeare’s religion has been a subject of much debate and research, with many theories about his faith being brought forward, many believe that he was a secret Catholic. He is believed to be a ‘secret’ Catholic, as he lived during the rise of the Puritans - those who wished to reform the Church of England and create more of a focus on Protestant teachings, as opposed to Catholic teachings. It was often difficult for Catholics to practice their faith at this time.
Angelo and Isabella - particularly Angelo, are believed to embody puritanism, as shown through their excessive piety. By revealing Angelo to be “yet a devil,” though “angel on the outward side,” Shakespeare critiques Puritans, perhaps branding them as hypocritical or even unhuman; those “not born of man and woman.” Thus, we can assume that Shakespeare would take a similar stance to most of us - that Angelo wasn’t the greatest guy and that his excessive, unnatural and puritanical nature was more of a flaw than a virtue.
Tips for Moving Past the Generic Examples/Evidence Found in the Play
It’s important to try and stand out with your examples in your body paragraphs. If you’re writing the same, simple ideas as everyone else, it will be hard for VCAA assessors to reward you for that. Your ideas are the most important part of your essay because they show how well you’ve understood and analysed the text - which is what they are asking from you, it’s called an ‘analytical interpretation of a text,’ not ‘how many big words can you write in this essay.’ You can stand out in Measure for Measure by:
1. Taking Note of Stage Directions and Structure of Speech
Many students tend to simply focus on the dialogue in the play, but stage directions can tell you so much about what Shakespeare was really trying to illustrate in his characters.
For example, in his monologue, I would often reference how Angelo is alone on stage, appearing at his most uninhibited, with his self-interrogation revealing his internal struggle over his newfound lust for Isabella. I would also reference how Shakespeare’s choice of syntax and structure of speech reveal Angelo’s moral turmoil as he repetitively asks himself “what’s this?” indicating his confusion and disgust for his feelings which “unshapes” him.
Isabella is shown to “[kneel]” by Mariana at the conclusion of the play, in order to ask for Angelo’s forgiveness. This detail is one that is easily missed, but it is an important one, as it is an obvious reference to Christianity, and symbolises Isabella’s return to her “gentle and fair” and “saint” like nature.
2. Drawing Connections Between Characters - Analyse Their Similarities and Differences.
Drawing these connections can be a useful way to incorporate other characters not necessarily mentioned in your prompt. For example, in my own English exam last year, I chose the prompt “...Power corrupts both Angelo and the Duke. Do you agree?” and tried to pair Angelo and Isabella, in order to incorporate another character into my essay (so that my entire essay wasn’t just about two characters).
A favourite pair of mine to analyse together was Angelo and Isabella. Although at first glance they seem quite different, when you read into the text a little deeper you can find many similarities. For example, while Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, “nun,” Isabella, wishes to join the nuns of Saint Clare where she “must not speak with men” or “show [her] face.” Shakespeare’s depiction of the two, stresses their seclusion, piety and restriction from the “vice” plaguing Vienna. What’s important about this point is that you can alter your wording of it to fit various points that you may make. For example, you could use this example to prove to your assessor how Isabella’s alignment with Angelo signals Shakespeare’s condemnation of her excessive puritanical nature (as I did in my body paragraph below) or, you could use these same points to argue how Angelo was once indeed a virtuous man who was similar to the “saint” Isabella, and that it was the power that corrupted him (as you could argue in the 2019 prompt).
Another great pair is the Duke and Angelo. Although they certainly are different in many ways, an interesting argument that I used frequently, was that they both were selfish characters who abused their power as men and as leaders in a patriarchal society. It is obvious where Angelo did this - through his cruel bribery of Isabella to “lay down the treasures of [her] body,” however the Duke’s behaviour is more subtle. The Duke’s proposal to Isabella at the conclusion of the play, as he asks her to “give [him her] hand,” in marriage, coincides with the revelation that Claudio is indeed alive. It appears that the Duke has orchestrated the timing of his proposal to most forcefully secure Isabella and in this sense, his abuse of power can be likened to Angelo’s “devilish” bribery. This is as, through Shakespeare’s depiction of Isabella, it is evident that she has little interest in marriage; she simply wishes to join a convent where she “must not speak with men,” as she lives a life of “strict restraint.” The Duke is aware of this, yet he demands Isabella to “be [his]”- wishing to take her from her true desire and Shakespeare is able to elucidate Isabella’s distaste through her response to this: silence. By contrasting Isabella’s once powerful voice - her “speechless dialect” that can “move men” - with her silence in response to the Duke’s proposal, Shakespeare is able to convey the depth of the Duke’s selfishness and thus his similarity to Angelo.
We've got a character list for you in Measure for Measure by William Shakespeare (just scroll down to the Character section).
What’s important to realise about these bits of evidence is that you can use them in so many different prompts, provided that you tailor your wording to best answer the topic. For example, you could try fitting at least one of the above examples in these prompts:
‘Give me your hand and say you will be mine…’ The characters in ‘Measure for Measure’ are more interested in taking than giving. Discuss.
‘More than our brother is our chastity.' Explore how Shakespeare presents Isabella's attitude to chastity throughout Measure for Measure.
‘I have seen corruption boil …' To what extent does Shakespeare explore corruption in Measure for Measure, and by what means?
‘Measure or Measure presents a society in which women are denied power.’ Discuss.
How To Kick Start Your Essay with a Smashing Introduction
There’s no set way on how to write an introduction. Lots of people write them in many different ways and these can all do well! This is the best part about English - you don’t have to be writing like the person sitting next to you in order to get a good mark. I personally preferred writing short and sweet introductions, just because they were quick to write and easy to understand.
For example, for the prompt...
“...women are frail too.”
To what extent does ‘Measure for Measure’ examine the flaws of Isabella?
...my topic sentences were...
Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo.
Shakespeare explores the hypocrisy and corruption of Isabella as a flaw, as she deviates from her initially “gentle and fair” nature.
Despite exploring Isabella’s flaws to a large degree, Shakespeare does indeed present her redemption at the denouement of the play.
...and my introduction was:
William Shakespeare’s play, ‘Measure for Measure’ depicts a seventeenth century Viennese society in which disease, misconduct and licentiousness are rife. It is upon a backdrop of such ordeals that Shakespeare presents the character of Isabella, who is initially depicted as of stark contrast to the libertine populate of Vienna. To a considerable extent, ‘Measure for Measure’ does indeed examine the flaws of the “gentle and fair” Isabella, but Shakespeare suggests that perhaps she is not “saint” nor “devil,” rather that she is a human with her own flaws and with her own redeeming qualities.
Instead of rewording my topic sentences, I touched on them more vaguely, because I knew that I wouldn’t get any ‘extra’ points for repeating them twice, essentially. However, if you feel more confident in touching on your topic sentences more specifically - go ahead!! There are so many different ways to write an introduction! Do what works for you!
Body Paragraphs
This body paragraph included my pairing between Angelo and Isabella. My advice would be to continue to incorporate the language used in the prompt. In this paragraph, you can see me use the word “flaw” quite a bit, just in order to ensure that I’m actually answering the prompt, not a prompt that I have studied before.
Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo. Where Angelo is “of ample grace and honour,” Isabella is “gentle and fair.” Where Angelo believes in “stricture and firm abstinence,” Isabella too believes that “most desire should meet the full blow of justice.” This similarity is enhanced by their seclusion from the lecherous society in which they reside. Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, whilst Isabella desires the life of a nun where she “must not speak with men” or “show [her] face.” This depiction of both Angelo and Isabella stresses their seclusion, piety and restriction from the “vice” that the libertine populate is drunk from. However, Shakespeare’s revelation that Angelo is “yet a devil” though “angel on the outward side,” is perhaps Shakespeare’s commentary on absolute stricture being yet a facade, a flaw even. Shakespeare presents Isabella’s chastity and piety as synonymous with her identity, which ultimately leaves her unable to differentiate between the two, as she states that she would “throw down [her] life,” for Claudio, yet maintains that “more than our brother is our chastity.” Though virtuous in a sense, she is cruel in another. Although at first glance, Shakespeare’s depiction of Isabella’s excessive puritanical nature appears to be her virtue, by aligning her with the “devil” that is Angelo, it appears that this is indeed her flaw.
Conclude Your Essay by Dazzling Your Assessor!
My main tip for a conclusion is to finish it off with a confident commentary of the entire piece and what you think that the author was trying to convey through their words (in relation to the topic). For example, in pretty much all of my essays, I would conclude with a sentence that referenced the entire play - for example, how it appeared to be such a polarising play, with largely exaggerated, polarising characters/settings (eg. Angelo and the Duke, or the brothels that stood tall next to the monastery):
Ultimately, Shakespeare’s play ‘Measure for Measure,’ depicts Isabella as a multifaceted character. She is not simply one thing - not simply good nor bad - her character’s depiction continues to oscillate between the polar ends of the spectrum. Although yes, she does have flaws, so too does she have redeeming qualities. Though at times deceitful and hypocritical, she too is forgiving and gentle. Thus, as Shakespeare’s play, ‘Measure for Measure,’ does centre on polarising characters in a polarising setting, perhaps through his exploration of Isabella’s flaws alongside her virtues, he suggests that both the good and the bad inhabit us.
Measure for Measure is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response.
For an overview of English Language, the study design, what’s involved in the exam and more, take a look at our Ultimate Guide to English Language.
How To Effectively Build an Essay Evidence Bank
Essays in English Language require contemporary examples of language being used in Australia, in order to justify your response to the topic. English Language essays are often said to only be as good as the examples that are used, so it follows that your essays will only be as good and interesting as the examples that you find. It’s a really good idea to start collecting examples, or evidence, in a “bank” from day one, and throughout the year as you prepare for essay SACs and the final exam.Great examples not only lead your discussion, but also make your essay more interesting and therefore stand out.
What Makes a Good Piece of Evidence?
Primarily you want your evidence to comprise examples of how language is being used within a specific context in contemporary Australia. For instance, you might explore how leaders in Australia use overtly prestigious language with Victorian Premier Daniel Andrews’ use of the formal vocative phrase 'my fellow Victorians' at a press briefing. You may not always be able to find a specific instance of a particular language feature being used, which can be especially true for language that is not frequently used in public contexts, such as slang and ethnolects. It is okay to just have general examples that you discuss in these instances; perhaps the ellipsis (omission of understood words) of auxiliary verbs in varieties such as Greek Australian English. What is important is that the majority of your examples are actually instances of language features being used, and not simply a quote of someone else’s analysis of language, such as a linguist’s quote. Such quotes can be used in essays, but should complement your own discussion of your own examples.
Good examples must also be 'contemporary', as per the majority of essay prompts. As a general rule of thumb, ask yourself if the example you have is older than two years, and if so you may want to think of something newer. This does not mean you can never employ an older example. For instance, you may want to discuss language change in an essay, which sometimes necessitates discussing the historical context of certain language features.
How To Build an Example Bank
Many students find it highly beneficial to create a table or list of examples that they will practice and get comfortable with – you cannot bring this into the exam of course, but it is a very effective tool for preparation. In your table or list, consider including the following:
Your example itself (this may not always be just a quote, sometimes you might have a phonetic transcription, for instance)
The context that surrounds the example
The metalanguage that you can use to analyse it
The areas of the study design and essay topics it can cover
A few short sentences of analysis
An example is given below:
These examples do not necessarily have to be something that you put a huge effort into going out and finding, so long as you make sure that you write down interesting language features that you come across in your day-to-day life. Keep an eye on places like the news, social media (including emojis and text speak), and any Australian television, radio, podcasts you watch or listen to. You will of course also discuss different examples of contemporary language use in class too, so make sure to add them as well.
Getting evidence is only step one of preparing for essay writing in English Language, but is the most important step for writing interesting and engaging essays. Keep in mind that this doesn’t have to be a solo activity; collaborating with classmates and group discussions, especially as you prepare for the exam can be a great way to make evidence collection fun. Be sure to check out our other blog, What Is an English Language Essay? for other tips and tricks to make your essays stand out.
Plans are one of the most ignored (and underestimated) steps in the essay writing process. Some people don’t do them simply because they don’t want to, some sacrifice them because they think they’ll run out of time, and some do ‘plans’, but in reality, they’re only a rough mental outline. Each of these situations place too many students time and time again in sticky situations come an English SAC or exam.
Why plans are essential for any good essay
They ensure that you can’t mind blank — it’s all on the paper in front of you!
They ensure that you always stay on topic.
Mental plans or not having a plan at all mean that you don’t have a true direction in which your essay is going. If you’re not sure where you’re going, well, how are you going to get anywhere?
They save you time in writing time.
Instead of wasting reading time, you’ve done most of your thinking right at the beginning of the SAC or exam, positioning you to do really well in your essay because you can focus on constructing some really juicy, coherent analysis in your body paragraphs, rather than remembering your basic points and/or making sure your essay is actually answering the question.
Let’s have a look at an essay topic that I’ve tackled in the past. This one is based on Kate Grenville’s The Lieutenant, a current VCE Year 12 English text. To learn more about themes, quotes, characters about this text, and to have a look at an essay topic breakdown, check out this blog post written by outstanding LSG tutor, Angelina!
“But a man could not travel along two different paths.” How does Grenville explore Rooke’s conflict of conscience in The Lieutenant?
Step 1: Highlight key words
Now, it may seem like I've just highlighted the whole prompt, and I understand why you might think that! However, each of the words highlighted convey something meaningful within the prompt. If you're ever unsure about what could be considered a key word, consider whether the prompt would have the same meaning without the word in question.
Step 2: Define key words
In this topic, the main phrase that needs defining is ‘conflict of conscience’. For me, this signals that we must consider morality and the weighing up of right and wrong, especially when tough decisions have to be made.
I’d also take a moment to analyse the quote. This essay prompt is quote-based, so it’s imperative that we discuss the quote and consider the meaning of the quote throughout our essay. For some more detailed info on how to tackle different types of essay prompts, check out this blog post.
Step 3: Start essay plan
Next, I’d start tackling the plan itself. Although it seems like the above steps would take a while, my real-life planning process only takes about 5 minutes. You certainly don’t have to write everything down and you certainly don’t have to make it make sense to anyone but yourself.
Personally, I like to format my plans in dot-point form. I write 1, 2, 3 for each of my body paragraphs and I leave a space underneath each so I can plan each paragraph.
First, I’ll just write rough topic sentences under each, so I can really step back and consider whether my plan of action for the essay’s body paragraphs will do a good job at answering the prompt itself. Again, these are only rough topic sentences — fancying them up will come during the essay writing phase.
Step 4: Important things to include in each paragraph
Once I’ve decided on what each of my body paragraphs will be about, I can them go into a bit more depth for each of them individually.
These are the elements that I include for each:
Ideas
Essentially, the points that I’ll argue and the reasoning behind the paragraph
Quotes
The evidence that I’ll be using to reinforce my point(s).
Literary devices/metalanguage
In Year 12, I made a conscious effort to include one literary device or metalanguage example per body paragraph in all of my English essays. This really set me apart from the rest of the state because, in reality, not enough students really focused on the language of their texts, which can really impress examiners.
Strategy: Colour-coded plans
For me, using different colours in my plans helped me organise my thoughts, distinguish between them, and ensure that I had covered everything that I wanted to cover.
Obviously, you can come up with a colour system that works for you, but this is what I came up with:
Green = metalanguage
Red = quotes
Black/blue = everything else!
And that’s it — my four-step but five minute essay planning process. Don’t be afraid to modify this to make it work for you and your needs. However, definitely DO be afraid of not planning — it’s absolutely essential for any good essay.
Happy planning!
[Video Transcription]
Hey guys. I've been doing a load of essay topic breakdowns for you guys, and we've been looking at plans for them, so I thought I would actually show you how I actually do a real life plan, one that I would do on paper if I was preparing for a SAC or an exam, as opposed to the ones that I do on YouTube because the ones that I do on YouTube are slightly different. I definitely go into more detail than I normally would. But at the same time I still do use the same concepts as I would when I do read the steps on YouTube. So I'm going to go and show you that today. And before I actually do that, I just want to preface this and tell you guys why doing a plan is so important.
So I know that a plan is something that one, a lot of people just don't do, or two, they tend to sacrifice it if they feel like they don't have enough time, or three, they do a plan in their head, but they don't actually write it down on paper. Now, all of these things are pretty detrimental for you, especially because when you write a plan, it actually helps to secure you and ensure that one, you're not going to mind blank throughout your essay or let me rephrase that, if you do mind blank throughout your essay, you will still have a piece of paper in front of you telling you, "This is what you were thinking Lisa, just go and follow this method or what you've written down here." So that way you don't just get stuck in the middle of your essay and start having a freak out because you've forgotten what you were supposed to write.
Second thing is that it ensures that you don't go off topic. This is something that happens quite frequently. If you don't have a plan, then you have this idea of, "Oh, I'll write this and this", and then somehow halfway through an essay, halfway through a paragraph, you realize, "Holy crap, I have completely veered off the topic or this has gone completely in the other direction from what I intended. This is not what I wanted." So in order to prevent that from happening, just do a plan, please! You will find that it ends up saving you so much time and it just gives you that reassurance that you need in situations where there are so many unpredictable factors, like what prompts you're actually going to get. And your focus and attention should be more about developing those ideas, rather than having a mind blank in the middle of your essay and then having a little bit of a freakout as a result.
So I'm going to base this video on a previous essay topic breakdown in the past, and that is on Kate Grenville's The Lieutenant. I was going to say Lieutenant, because I always accidentally say that, but no, it is Lieutenant. Now, if you are not doing as text as always, don't stress about it because what I want you to take away from this video is how you actually do plans, the thinking that goes behind it and the formatting around it. So let's just get started.
The essay topic that we're doing today is, "But a man could not travel along two different paths." How does Grenville explore Rooke's conflict of conscience in The Lieutenant. So as always, my first step is I will highlight the keywords that I see inside the prompt. Keywords are different for everyone, but these are the ones that I think are most important.
Firstly, the actual quote itself, how Grenville, conflict of conscience. Pretty much in this case I could probably just highlight the entire thing, but for the sake of just defining some keywords, this is what I would do. So the next step is to define key words. I think the only big key word that I need to define here is conflict of conscience. And so to me, the conflict of conscience suggests internal conflict, which implies that we'll need to consider morality and the concepts of right and wrong, especially when a difficult decision must be made and sides need to be taken. So as you can see, I've written these words down next to the keyword and that will just help me ensure that I stay on topic or I stay in tune with what the keyword is about and I don't suddenly change my mind halfway through the essay.
Then what I'll do is, I will analyze the quote itself. So this is unique because this particular essay prompt has a quote inside it, but I'll have to think about, okay, where did I see this quote? Who might've said it and what might it mean? And I'll draw it down a few notes for that. Then I'll pretty much just go straight into my plan. Now, my plans I've written within five minutes, most of the thinking is actually done during reading time. So personally, I've always found that just writing dot points is completely fine. I don't need to go more beyond that. And I'll show you a few examples now of real life year essay plans that I did during that time. And as you can see, they are pretty much just scribbles and if anybody else was to look at my essay plans, they would have no idea what I'm talking about. But you know what, for me it makes complete sense and that's all that matters. You're not graded on your plan, so just go ahead and do it your way. You do you.
So what I'll do is I'll quickly dot down one, two, three, and these represent my body paragraphs. Then I'll just write down very quickly what the topic sentences will be. I don't actually write the full topic sentence itself, but I guess the essence of it, so the key things that I will mention in the topic sentence. By writing down the three topic sentences, this allows me to take a step back and look at the essay holistically and ensure that I am answering it the way that I want to. Then what I'll do is I'll move into each individual body paragraph and write down some things that I think are important for me to remember when I go ahead and write it. So I might write down a couple of ideas that I think are important. I will write down quotes that I think are essential to my discussion. And then what I'll do is I will throw in at least one literary device or a metalanguage that I think is important to discuss.
So in this case, in this first body paragraph, it's limited omniscient third person perspective. By throwing this in, I will ensure that I can show my examiner or show my teacher that I can go on that deeper level. I'll repeat this method with both paragraph two and three. Of course for you, you might need to write down more dot points. You can write fewer dot points, it's really just dependent on every individual. If you are somebody who needs to write down the quotes more, then go ahead and do that. But for me, a lot of the quotes will stick in my head. I just need one point just to bounce off, and then from there, I'm able to pull in all of the other quotes that are necessary.
You also notice that I do things in different colors. Now, I think this is a strategy that I implemented in order to make things a lot clearer for myself before jumping into an essay. So for example, for anything that's a metalanguage based, I'll write it in green. The whole purpose for that is to ensure that in every single body paragraph, I do cover some form of a literary device because that was always really important for me. I thought that it was one of the key things that helped me differentiate myself from other students. So if I took a step back from the plan and I looked at it overall, I could see, okay, there's a green color in every single body paragraph, done. I have ticked off that criteria.
I also used to write quotes in red as well. So red just helped me do the same thing. It helps me take a step back and go, "Yep, there's a bit of red in every single body paragraph. I'm definitely including quotes," which might sound pretty stupid, but it's just that little bit of reassurance that I think really makes that difference when it comes to a stressful situation.
That's pretty much it. It's just five minutes of your time, so we probably don't need to go into it in too much more detail than that. But as you can see from my essay plans, I'm quite minimal. I just keep things as short as possible because that's all I really need because a lot of the information is here, but I just need to reinforce it and ensure that it is concrete when it is on paper.
So for yourself, I would recommend that you start practicing your plans. You can try my method and see if that works for you, but over time, I'm sure that you'll come to find your own way of writing plans that work for you.
Next week I'm going to have another essay topic breakdown for you. Can you guess what it might be? If you want to take a stab, put it in the comment section below, but that's it for me in this week guys. I hope that was helpful for you, and don't forget plans are crucial to an amazing essay.
If you needed any extra help, then my mailing list is always available for you guys. I send out emails every single week just giving you new advice and tips for your studies, so I'll put that in the description box below for you to sign up. Other than that, I will talk to you guys next week. Bye!
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.
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.
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.
The idea of VCE English assessments can sometimes be a bit daunting. Always so much you want to write, never as much time as you need and they always seem to come around sooner than you think. But there is never as much cause for alarm as you think and I’m willing to guarantee that almost everyone reading this is so much better than they think at English.
You’ve already come so far from where you started in your high school English journey. I’d like to challenge anyone reading this to go and find the earliest English essay you’ve got tucked away somewhere. I’ve done this myself and, if yours is anything like mine, you’ll be almost disgusted by what you find. Year-7-me just loved to retell the story, cling to my rigid TEEL formulas and leave my quotes just dangling, write the same basic paragraph three times and call it a complete essay. Not a pretty read and I’m sure a couple of you can relate. But, this exercise does at least prove a very valuable point: you are capable of improving at English.
So let’s start thinking about that essay you’ve got coming up again. You’ve just given yourself a nice confidence booster with that walk down memory lane, reminding yourself that you are a more-than-capable English student these days. But all you now want to do is your very best for this next essay. But how do you keep improving between now and then? After all, if you knew what you had to do to improve your English, you’d already be doing it, right? So what we’re going to do now is to have a look at what taking your essays to that next level really looks like; how you can improve your writing between now and then, whenever that might be.
So to do this, we’re going to take an already good paragraph and improve it together. Take this one, one that I conveniently prepared earlier to a Station Eleven prompt that has to do with the theme of memory/history.
Part 1: The Good Paragraph
Q: Mandel shows the importance of remembering the past. To what extent is this true?
A: In Station Eleven, the characters often find meaning from the creation of enduring legacies. Mandel demonstrates this idea through the naming of Jeevan’s son after his brother, Frank. By creating such an enduring legacy for a character who believes in the power of such legacies - 'they’re all immortal to me' - Mandel implies that characters like this are able to achieve meaning and fulfilment by preserving these legacies. Mandel also uses the character of Miranda to highlight the importance of legacies to provide meaning where Miranda lacks it in her day-to-day life. Even though Miranda’s life is left incomplete by her sudden death, the beauty in the scene of her death suggests that a sense of fulfilment has been achieved despite the emptiness of her life relative to other characters: 'its extravagant sunsets and its indigo sea'. Hence, the meaning in her life comes from the legacy that she creates from the art she makes in her 'independent' life. This is contrasted against the character of Arthur, whose legacy does not influence any events in the post-flu world, because of his failure to create legacy or meaning beyond his day-to-day life. Further, Arthur’s death in the hectic Elgin Theatre has far less beauty than that of Miranda, implying less fulfilment in his life. Therefore, Mandel uses her text to demonstrate the value of creating legacies that allow others to remember the past.
Let’s call this our good paragraph. I’ve modelled this off of an essay I found from my Year 10 self, as happy as Year-10-me would have been with this performance, it’s far from perfect. But, it is a very functional paragraph that does all that a paragraph really needs to do. It introduces an idea, justifies it with evidence, links back at the end and doesn’t waste too much time retelling the story. So now we get to the fun bit: we’re going to take this already good paragraph, and turn it into a better paragraph.
So how do we make a good paragraph better?
Well, for a start, we can integrate our quotes so that the paragraph reads better. You’ll see in just a second how much of a difference this can make. This is something I learnt to do between Years 10 and 11. Other improvements that could be made include answering the prompt more directly and using some of the language of the prompt within our answers. So let’s change this and see now what these small differences do to our paragraph.
Part 2: The Better Paragraph
Q: Mandel shows the importance of remembering the past. To what extent is this true?
A: In Station Eleven, the characters often find meaning from the creation of enduring legacies that allow others to remember the individuals who came before. Mandel demonstrates this idea through the naming of Jeevan’s son after his brother, Frank. By creating this symbolic memorial for a character who believes that such legacies can allow individuals such as actors to become 'immortal', Mandel implies that characters like this are able to achieve meaning and fulfilment through their legacies. Furthermore, Mandel also uses the character of Miranda to highlight the importance of creating a legacy through one’s art to provide meaning where Miranda lacks it in her day-to-day life. Although abruptly killed off in the middle of the text, Mandel imbues her death with a certain beauty through its 'extravagant sunsets and indigo sea'. In doing so, Mandel provides a sense of completion about Miranda’s life and suggests that a sense of fulfilment has been achieved despite the emptiness of her life relative to other characters. Hence, the meaning in her life comes from the legacy that she creates from the art she makes in her 'independent' life. This is contrasted against the character of Arthur, whose legacy does not influence any events in the post-flu world, because of his failure to create legacy or meaning beyond his day-to-day life. Further, Arthur’s death in the hectic Elgin Theatre has far less beauty than that of Miranda, implying less fulfilment in his life. Therefore, Mandel uses her text to demonstrate the importance of creating legacies that allow others to remember the past.
There we have it. The paragraph has been rewritten based on the ones I wrote in Year 11 and we have the first signs of improvement. The topic sentence now references the ‘remembering the past’ aspect of the prompt. The linking sentence now uses the ‘importance’ part of the prompt. All of the same quotes are used but are now integrated (check out How To Embed Quotes in Your Essay Like a Boss if you need more help with this).
We’ve made sure not to have more than one sentence starting with Mandel (a small nitpick but still a nice addition). It flows better. It answers the prompt more directly and suddenly we have a better paragraph. Year-11-me has shown improvement and with this comes better scores and more confidence: something that’s very important for success in English. If you’re confident and proud of what you’re writing, then you’ll have higher marks and, even better, more fun!
We haven’t changed much and the paragraph is already better. But it’s not my best paragraph. Between Years 11 and 12, I learnt even more things. I was taught to write about not only the world of the text but also the world around us that we and Mandel live in: you’ll notice that this better paragraph talks more about ‘characters’ that live ‘in the text’ whereas my best paragraph would talk more about the text in the context of the world you and I live in. I learnt to make my topic sentences more abstract and broad so that they relate more to our own world and less to the world of the text and remind whoever’s assessing that my ideas apply to everyone and not just within the texts. I learnt to respond more directly to different types of prompts (Discuss, To what extent is this true?, How does Mandel… and others) and I learnt to be more direct in discussing the views and values of Mandel (what she likes, what she doesn’t like, what she wants to see more of in the world)
So let’s apply some final changes, and see what our paragraph looks after two more years of refining English. This final paragraph is almost exactly the same as one I wrote in timed conditions before my final exam.
The Final Part: The Best Paragraph
Q: Mandel shows the importance of remembering the past. To what extent is this true?
A: Mandel explores the importance of legacies, not only as sources of meaning for their creators, but also for their roles in allowing others to remember the roles of those who came before. Such an idea is explored through the naming of Jeevan’s son, securing the legacy of Frank. By affording such a permeating influence to an individual who writes of and appreciates the 'immortal[ity]' of long-dead actors, Mandel implies that an appreciation of the inherent value in a legacy and its ability to influence future events is a key quality in individuals. Furthermore, Mandel uses the character of Miranda to highlight the importance of creating a legacy that outlives oneself to provide meaning. Although abruptly killed off in the middle of the text, Mandel imbues her death with a certain beauty through its 'extravagant sunsets and indigo sea'. In doing so, Mandel provides a sense of completion about Miranda’s life and suggests that a sense of fulfilment has been achieved despite the emptiness of her life relative to other characters. Hence, Mandel suggests that the meaning in Miranda’s life comes from the legacy that is the art she makes in her 'independent' life that continues to influence events and allow others to remember the past long after her death. Mandel provides contrast through her exploration of Arthur, whose legacy does not influence any events in the post-flu world because of his failure to create legacy or meaning beyond his day-to-day life. Further, Arthur’s death in the hectic Elgin Theatre has far less beauty than that of Miranda, reinforcing Mandel’s view that individuals who forfeit control of their own legacies, as Arthur does, lead far less completed and fulfilled lives. Therefore, Mandel highlights the immense importance of creating legacies that allow others to remember the past and encourages greater appreciation of the value of legacies in contemporary society.
So, two years later, and we’ve got what is still essentially the same paragraph, just brushed up to an even better, or best, standard. So if we’re using the same evidence, exploring the same characters and introducing the same ideas, why is this paragraph better than the last two?
Well, if you study the topic and linking sentences, they discuss the concept of a legacy being a means of allowing others to remember the past and the importance of such a thing and everything in-between links this concept to the text. 'Mandel highlights the immense importance' represents a subtle but nice nod to the wording of the prompt by giving an ‘extent’ to which Mandel ‘shows’ or highlights. Every piece of evidence is discussed in reference to what Mandel believes about the world around us and how individuals should act in modern society.
And there’s something very nice that we can now reflect on. This paragraph has gone from good to much better without having to introduce any new ideas. There are no overly complex interpretations of the text, we’ve just taken the same skeleton of a paragraph and made it look better without changing its real substance.
And one of the wonderful things about making efforts to improve the quality of your writing is all the confidence that comes with this, whether this be from getting better at discussing views and values, learning to integrate your quotes or any achievement like this. I know that my confidence surged as my English got better and, as I got more confidence in my writing, I got more confidence in what I wrote about. My interpretations of the text became more and more obscure and a bit whacky at times and I had fun writing about these things. If you improve your writing, you’ll improve what you’re writing about which will mean you’ll have more fun writing and the cycle of improvement will just continue.
So to cap off, I thought it might be nice to have a checklist of sorts that you might be able to put against your own writing.
What’s the next step I could take in improving my English?
Are all my quotes properly integrated? (Hint: if the sentence doesn’t make sense without quotation marks, the answer is no)
Have I got more than a couple of sentences starting the same way or could I vary my sentence structure a bit more?
Have I explicitly used some parts of the prompt in my own writing so that I can directly answer the question in my essays?
Are my topic and linking sentences describing a concept that relates to the prompt with everything in-between relating this concept to the text? (I found this a very useful way of thinking of paragraphs)
Is all of my evidence being discussed in relation to the views of the author?
Does my essay/paragraph explain what the author would like to see more of/less of in modern society based on what is explored in the text?
Is my essay/paragraph specific to the exact wording and type of prompt?
And these are just some of the improvements that could be made. I’m sure each of you could ask teachers and past students and find many, many more tips on improvement. Just as long as you’re thinking about what the next step in your English might be, then you’re already headed in the right direction. So good luck and happy writing!
Planning is an essential part of any successful text response essay. It helps you ensure that you’re answering the prompt, utilising enough quotes and writing the most unique and perceptive analysis possible! The hard part of this is that you only have about FIVE MINUTES to plan each essay in the Year 12 English exam… (more info on the best way to tackle that challenge in this video!)
So, I developed the FIVE TYPES of essay prompts to help students streamline their planning process and maximise every minute of their SACs and exams.
By identifying the type of prompt you’re being challenged with immediately, a number of parameters or guidelines are already set in place. For a specific type of prompt, you have specific criteria to meet – for example, in a metalanguage-based prompt, you immediately know that any evidence you brainstorm in your planning stage should be based around the literary techniques used in your given text.
‘Ambition in the play Macbeth leads to success.’ Discuss. (Macbeth)
When you’re presented with a theme-based prompt, you can automatically shift your brainstorming and planning towards the themes mentioned in the prompt along with any others that you can link to the core theme in some way.
In regard to this Macbeth prompt, for example, you could explore the different ways the theme of ambition is presented in the text. Additionally, the themes of guilt and power are intimately related to ambition in the text, so you can use those other ideas to aid your brainstorming and get you a step ahead of the rest of the state come exam day.
2. Character-based prompt
‘Frankenstein’s hubris is what punishes him.’ Discuss. (Frankenstein)
These prompts are pretty easy to spot – if you see a character’s name in the prompt, there you have it; you have a character-based prompt on your hands.
Once you know this, you can assume that each example you brainstorm has to be relevant to the specific character named in the prompt in some way. Also, you can explore how the actions of characters don’t occur in isolation – they’re almost always interrelated. Remember, however, that the actions of characters are always connected to the themes and ideas the author is trying to convey.
This type of prompt also grants you some freedoms that other types don’t give. For example, unlike a Theme-based prompt, a character-based prompt means that it’s perfectly fine to write about characters in the topic sentences of your body paragraphs.
3. How-based prompt
‘How does Grenville showcase Rooke’s inner conflict in The Lieutenant?’ (The Lieutenant)
Unlike other prompts, the ‘How’ positions you to focus more on the author’s writing intentions. This can be achieved by discussing metalanguage – language that describes language (read my blog post about it here). These prompts tell you immediately that you need to be thinking about the literary techniques explored in the text and explain how they affect the narrative.
Rather than using specific techniques to frame your specific arguments, it’s best to use them as evidence to support arguments that attack the main themes/ideas mentioned in the prompt.
4. Metalanguage or film-technique-based prompt
‘Hitchcock’s use of film techniques offers an unnerving viewing experience’. Discuss. (Rear Window)
This type of prompt is very similar to How-based prompts, specifically in the fact that the discussion of literary techniques is essential.
For this type of prompt specifically, however, the actual techniques used can form more of a basis for your arguments, unlike in How-based prompts.
5. Quote-based prompt
“Out, damned spot!” How does Shakespeare explore the burden of a guilty conscience in Macbeth? (Macbeth)
Countless students ask me every year, “What do I do when there’s a quote in the prompt?!” My reply to these questions is actually fairly straightforward!
There are two main things that you should do when presented with this type of prompt. Firstly, contextualise the quote in your essay and try to use it in your analysis in some way. Secondly, interpret the themes and issues addressed in the quote and implement these into your discussion. The best place to do both of these is in a body paragraph – it weaves in seamlessly and allows for a good amount of analysis, among other reasons!
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 about brainstorming, planning, essay structures for Text Response, read our Ultimate Guide to VCE Text Response.
I’m sure a lot of you are sitting at home right now, excited but nervous about the year ahead. Let me be honest with you: year 12 is going to be tough. You’re only going to get out what you put in. There’s going to be stress and drama and unexpected turns. There’ll be long hours at the library and even more hours locked away in your room. But there’s also going to be fun and craziness and excitement. I know it’s a cliché, but this year truly is a marathon rather than a sprint, and you have to pace yourself. I know kids who went out way too hard and way too fast and by the middle of the year were completely burnt out. You want to be feeling fresh and ready by the time September comes around. There were a few things that really helped me to stay focused and sane during my final year of school, and I’d like to share them here with you. For me, these 6 factors were essential for staying happy and healthy, and they undoubtedly helped me to fulfil my potential during the VCE.
1. Routine – Have a solid, planned-out routine set up early in the year. Work out how much time you have outside of school and extra-curricular commitments. Schedule time each day for homework, study, revision. Schedule exercise, time with friends, and relaxation time for yourself. And after all that make sure you have still have time for a solid 8 hours of sleep! It’s important to make adjustments and revise your schedule if you find that it isn’t working out. I would suggest that sleep and relaxation time are two of the most important things on your timetable, so try not to cut them out! A regular routine will help keep you on track and make it easier to hit deadlines with minimal stress. It will also assist you in cutting out procrastination! If you’re ever overly stressed or feel like you need time off, it’s alright to take a night off! Just commit to it and really take the whole night off. Don’t think about work at all. Otherwise you’ll still be stressing and you won’t be able to properly relax.
2. Exercise – I cannot stress enough how important regular exercise can be for a VCE student. Given all the time spent on homework and study, I know it can sometimes seem difficult to squeeze anything else in. Trust me though, if you just find 30 minutes a day to go for a run, ride your bike, have a swim, play footy or whatever you like to do, you’ll be so much better for it. Your head will be clearer, you’ll have more focus, and you’ll be so much more productive in your study time. Exercise allows you to just shut your brain off and take some time out for yourself. It allows you to spend all that pent up energy that comes from sitting in the classroom all day. A tired body will mean a much better sleep too! It’s just 30 minutes. Drag yourself out of bed a little earlier in the morning, or schedule some time as soon as you get home from school. I promise you won’t regret it!
3. Sleep – Sleep is one of the key factors in having a good final school year. I know it can be tempting to pull all-nighters, cramming as much information into your head before SACs, exams and the like. This kind of thing can actually be counter-productive though. I’ll concede that sometimes it might be necessary to stay up late to get things done, but if you manage your time well there’s no reason why you shouldn’t be able to get a decent amount of sleep each night. I needed at least 8 hours a night to function properly; whatever your number is, make it a priority to get a solid sleep. Give yourself a cut-off point and stick to it. Just put your books away once it gets to a certain time. Studying on late into the night when you’re super tired can be a waste of time – the information is probably not really sticking in your head. Just stop and continue on the next day when you’re fresh and ready to learn again. I found it useful to take about 30 minutes before bed, just to chill out and unwind before you sleep. Watch TV, read a book, whatever you like to do to relax. Your head will be clear, and you’ll be able to get to sleep a lot quicker.
4. Socialising – Make sure you still find time to hang out with your friends during the year. Remember that you’re all going through the same thing, and you help each other out just by chatting and sharing your problems and stresses. Try to spend time outside during recess and lunch; don’t go to the library to cram in extra study unless you really need to! Taking time out to talk to your mates will be a lot more beneficial in the long run. Organise to catch up with friends outside of school too. There should be plenty of eighteenth birthday parties this year, so take the night off and go have fun. Don’t worry, you definitely have the time!
5. Family – It’s also important to communicate with your family during this year. Don’t shut them out! It’s easy to get angry or frustrated with family members during your VCE. It will be a lot more beneficial for you (and for them) if you let them in rather than pushing them away. Sit down for half an hour each night to have a family dinner and just chat about what you’re studying. Try explaining a concept or an idea or book you’re working with. Give your parents, siblings, grandparents (anyone!) copies of your essay drafts to read. Even if they’re just proof-reading, it’ll have a positive impact on your work and will allow your family to better understand what VCE is all about. Put your timetable and after-school schedule up on the fridge so that everyone knows when you need to be left alone and when they can chat with you. The support of your family can be invaluable, especially when it comes down to the crunch at the end of the year. You might be surprised just how much your family can help.
6. Fun – Just try to enjoy it! When you look back on your VCE, it will hopefully be filled with fond memories. I can honestly say that year 12 was one of the best years of my life so far, despite a lot of stress and drama and everything else that came with it. Get involved with school sport, music, drama, whatever you love to do. Those extra-curricular activities are where you’ll make some of the best memories. I don’t know what it is about year 12, but everyone just seems to become closer. It’s like the VCE is this common enemy, and students band together to take it down. Cliques and groups don’t seem to matter so much; the whole year level is just brought together by this shared experience. The year is going to go so fast. If you can, try to just stop from time to time and let it all sink in. There’ll be so much going on – both good and bad. Try to just enjoy this challenging and rewarding year!
Motivation
Ok, let’s be honest here. I’m not one to be easily motivated to do things. I’m what you call a part-time-verging-on-full-time procrastinator. Hell, if procrastinating was a career, I’d be rich by now!
But alas, there’s no time left in these last critical months of high school to sit back while you put even the smallest of tasks off because you can’t be stuffed. There’s always that one project, that one piece of writing, that one homework task that you just can’t bring yourself to sit down and do. That’s when you soon discover that you’ve got to find a teensy-tiny ounce of hope and drive in you to complete the unwanted task. Oh, what’s that called again? Ah yes!
M-O-T-I-V-A-T-I-O-N.
So how does one find that motivation to plough through lists of work, practice SACs and exam papers, and write yet another language analysis without going insane?
Well, I’ve said it once and I’ll say it again, I’ve always thought admirably of those top 99+ ATAR achievers in my school, the students that score 50s in each subject and the brightest kids in the state that appear on the front of newspapers come mid-December each year. It baffled me for so long that they appeared SO motivated to do all this work! How do they keep pushing themselves? How do they not lose confidence along the way? How do they stay focused for the entire Year 12? And I’ll let you in on a little secret… you can be one of them! Just find the motivation technique that empowers and energises YOU!
Motivation is SUCH a personal matter. It is 110% crucial if you plan on doing well for your final years of school, and once you discover what gets your engine roaring, it’s an invaluable tool you’ll need and keep for life.
Perhaps the most ‘obvious’ motivation for doing well in Year 12 is to get acceptance into your preferred University course, TAFE course, or other career or study pathway. But that’s not enough, in my humble opinion. Plenty of students start off Year 12 with such a great mind frame for the first few weeks or months, and then struggle to keep up the good work. You need to keep your goal as close to mind as possible. Don’t just have a 4-digit figure in the back of your mind or glued onto a pin board. Visualise what it looks like when you’re walking into your dream course, discovering your passion, meeting new people that feel as passionate about what they’re learning as you. Where will your dreams take you? Hold on to those images in your mind. They are pure gold.
If you feel like everything in Year 12 isn’t worth the stress and the effort, think of the holiday that greets you after finishing high school. For some, you might be trekking off overseas for 4 months or even spending a few days at Schoolies! Imagine where you could be in only a few months’ time. What will you be doing, where will you be relaxing, who will you be socialising with, how far will you be travelling? If you give your final year all you got, that break will feel even more rewarding.
Another technique I tried isn’t for everyone, and those that exercise it should do so with caution… but I motivated myself using the big fat F-word: FAILURE. I was emotionally invested in my subjects, so that if I felt that I wasn’t improving my scales, my oral comprehension, or my writing to the standard that I desired, then I would feel like I had failed my teachers. I respected them not only for their expertise, but for their faith and constant encouragement they showed for their students. A healthy dose of nerves and stress is okay, as it can spur you on even more to work harder, persevere and impress.
Year 12 is not a sprint, it is truly a marathon. The best part is, you’re almost there! But if you keep your eyes on the prize and let your friends, family and teachers hand you those water bottles and towels, you can take each part as it comes. It’s not going to be easy, but if you stick to a plan and give it all you’ve got with no regrets, reaching that finish line will be the best feeling in the world!
I’d like to leave you with this. Make the most of year 12. Know that it’s not the end of the world if you don’t get the marks you were hoping for. But don’t come out at the end thinking that you could’ve done more. Give it your all, remember the points above, and you’ll be satisfied in the fact that you couldn’t have done any better. Honestly, no matter how important your ATAR seems right now, it won’t matter at all once you get to uni. What really matters is knowing that you gave it all you could, and that you filled your year with fun memories alongside all that study. You won’t remember the hours in the library or those spent locked away in your room. You’ll remember chatting with your mates in the library during free period, or mucking around on the oval at lunchtime. Remember to make time for the important things!
2022 Update: Check out our TikTok and YouTube channel for the latest GAT updates and how you can succeed even without study!
If you're not entirely sure what the GAT is, head on over to this blog to find out more about it and why it's important!
[Modified Video Transcription]
What's up?! I got 10/10 on my GAT, so I'm going to tell you how I got perfect marks in Task One of the GAT. I'm also going to share with you my essay so that you know exactly what you need to do when it comes to doing your GAT.
Why Do I Need To Do Well in the GAT?
Here's a bit of information you need to know going into Task One, which is basically a Creative piece. Now, I've done a GAT video in the past, which I highly recommend you go and watch, because in that video I teach you essentially what you should be doing for the writing tasks and how you should organise your time in order for you to get the best possible marks in the GAT. No, you don't have to study for the GAT, but if you can do well in it, then you might as well because...you don't know….COVID might come back, you might need a derived score...you know what I mean? You just don't know what's going to happen so you might as well try to do your best and if this video helps you out with that, if you're willing to spend a few minutes doing it and yet bump up your marks heaps, it's definitely going to be worth it for you!
GAT Advice From a VCAA Examiner
I learned all of my skills from my tutor at the time, who was a VCAA examiner, so this information comes directly to you from an examiner, so, you know, it's legit!
A lot of people get really confused when it comes to Task One because they think that it's just a whole bunch of information that's put in front of them and what they're supposed to do is just regurgitate the information that's there and package it into an essay somehow. But, as I've talked about in my previous video, the way that you do this is to write a Creative piece using the information that's in front of you - just trust me on this.
Approaching the GAT Creatively
I know there's a lot of talk back and forth out there about how you should be doing Task One, but you can see (in the comment section of my other video) people who followed through with this Creative method and have done really well. Another reason I like this Creative approach is because it makes things easier for you. In the instructions, it says:
'Develop a piece of writing, presenting the main information in the material. You should not present an argument.’
So really what's left is (if it's not going to be persuasive) it either has to be an Expository, which is just like a normal Text Response essay, or it can be a Creative. A normal Text Response essay is going to be so boring for everyone out there - do a Creative instead! Why?! Because:
‘Your piece will be judged on:
how well you organise and present your understanding of the material.
your ability to communicate the information effectively’
So, what this means is if you're going to do a Text Response version of the information that's in front of you, the only way you can really do that is by regurgitating and just wrapping up similar pieces of information in one paragraph together. I don't know how you would do an Expository well, but if you take a Creative approach, it not only tests your organisational skills but also tests your understanding of the material as well.
What I mean by Creative piece is you can write a letter to the editor, you can write a diary entry, you can write an advertisement, you can write a brochure. There are just so many different types of Creative pieces you could use - the world is your oyster essentially. I'm going to talk you through how I did it for my particular GAT.
How a Creative Approach Got Me a 10/10 in My Trial GAT
This one here is actually a trial GAT. We had an examiner come in and grade our marks for us so it's not my actual GAT, which I don't think you can get back, but it's the closest thing to it, so, we'll work with that.
We did a really old GAT. This is the 2004 (which is ages ago) General Achievement Test. Some of you might've been born around this time! That is nuts!! Anyway, the GAT has not changed over the past 10 or so years, or the past 20 years even, so don't feel like this is information that's not going to be helpful, because every single year it's the same type of instructions with a similar type of information that's given.
Here you can see that I've got an island and there are just bits of information. There's a legend, there's a scale, there are facilities, there is a temperature and a bird's eye view of the island itself.
If you look at this, how are you going to write a Text Response on this? It's going to be boring. So instead, what I did was I said:
'Dear Diary: We arrived in Amaroo Island this afternoon and the view of this place from the plane was amazing!'
When I was in the GAT itself, I would cross out the section (in this case the photo of the island) that I had covered just to see how much information I was able to pack into my piece and know that I wouldn't need to touch it again.
'Magnificent blue water sea, sandy white coast and huge amounts of great green trees! From the airport, we travelled by bus to our hotel where we will be staying for two nights. On the way, we stopped at a historical ruins site. One of the tour guides whom we bumped into told us the ruins have been found to be from 1854! We stayed there for an hour, then caught the bus back again to our hotel. We were extremely excited to explore the hotel and its surroundings, so Dad, Mum, George and I quickly unpacked our luggage and changed for the night. We decided to have dinner at a restaurant which turned out to serve delicious food. After dinner, we explored a shopping centre, galleries and even a museum which is called ‘Maritime Museum’. So many facilities in just one place! That took most of the night and we were all tired from a long day. Tomorrow we will be going swimming and camping outdoors for the night. I'm excited!'
You can see just in this one paragraph I've tried to pack in as much information as I can, but in a way that makes it interesting and fun. You'll notice that with my vocabulary it's not like I am this 50 study score achiever who’s writing exceptionally beautiful language and, I don't know, making this GAT piece something that it's not. I'm just giving them information, having fun with it, making it creative and as a result, I did well!
Alright, let's keep going.
'Dear Diary: Our second day began with the sunshine pouring into our rooms.'
That's just a nod to the temperature. It's not an explicit nod, it's more of an indirect nod.
‘George and I were very eager to go swimming and were pleased to find that the weather for the day was 28°C!'
There's the explicit inclusion of the information.
'I'm glad we came here in January rather than July when we were initially planning to holiday.'
Adding more information without just forcing it down the examiner’s throat.
'Our travel guide booklet states that it’s only a maximum temperature of 15°C! degrees in July! We wouldn't have gone swimming then, that's for sure. Mum and Dad decided that even though there was a safe swimming area near Gali in Gali Bay, we should go to Dolphin Bay and then to Marlin Bay to stay for the night.'
Here I'm just including Gali Bay because I wanted to, but I wanted to also talk about the other bays as well. I'm just trying to be creative in how to include this information. It's all embedded within my storyline so it doesn't feel like I'm spoon feeding my examiner piece after piece of information.
'We caught the bus again to Dolphin Bay and there were many families as there was a caravan park situated right by the bay! How convenient is that! When we were swimming, we could even see the Cape Dolphin lighthouse in the distance. Afterwards, we travelled to Marlin Bay via bus. Marlin Bay is right next to Amaroo National Park, and we've seen some kangaroos and koalas amidst the trees but we're not allowed into the park as it's a marine reserve boundary. Tomorrow we're heading back to Gali Hotel, playing some golf and going riding along the coast!'
I'm pretty much almost done! You see that my essay wasn't actually that long. It was only a page and a half (of handwriting), and yet I still got 10/10. I think it just goes to show how many people out there just don't know how to do a GAT, so you only need to do a fraction better in order for you to do exceptionally well in your GAT scores. To finish off my story:
'Dear Diary: Our final day at Amaroo! We woke up early, had breakfast which Mum cooked up and then headed back home.'
Here I'm also adding in pieces of information that aren't necessarily on the page that's been given to us. I just thought it'd be a nice touch to say this, you know, we woke up early, we had breakfast which Mum made - it just adds to the storytelling.
'We didn't do much during that morning, just had lunch at the Gali restaurant. Afterwards, however, we did lots! We hired bikes from the shopping centre and rode along Gali Bay to Moonlight Bay. It was tiring but the scenery was amazing! We spent most of the afternoon riding but got back to Gali at 4 o'clock and Dad headed out for some golf. George and I decided not to because we were drained from all our exercise already. This is our last night in Gali, I'll be sad to leave Amaroo Island.'
That's it! If you guys want to see how I got 10/10 in my second task. Make sure you leave a comment for me over on Youtube, like the video and I'll get another video/blog out for you guys. Thanks so much for watching (or reading) and I wish you guys all the best for the GAT.
The Full Essay
Dear Diary:
We arrived in Amaroo Island this afternoon and the view of this place from the plane was amazing! Magnificent blue water sea, sandy white coast and huge amounts of great green trees! From the airport, we travelled by bus to our hotel where we will be staying for two nights. On the way, we stopped at a historical ruins site. One of the tour guides whom we bumped into told us the ruins have been found to be from 1854! We stayed there for an hour, then caught the bus back again to our hotel. We were extremely excited to explore the hotel and its surroundings, so Dad, Mum, George and I quickly unpacked our luggage and changed for the night. We decided to have dinner at a restaurant which turned out to serve delicious food. After dinner, we explored a shopping centre, galleries and even a museum which is called ‘Maritime Museum’. So many facilities in just one place! That took most of the night and we were all tired from a long day. Tomorrow we will be going swimming and camping outdoors for the night. I'm excited!
Dear Diary:
Our second day began with the sunshine pouring into our rooms. George and I were very eager to go swimming and were pleased to find that the weather for the day was 28°C! I'm glad we came here in January rather than July when we were initially planning to holiday. Our travel guide booklet states that it’s only a maximum temperature of 15°C! degrees in July! We wouldn't have gone swimming then, that's for sure. Mum and Dad decided that even though there was a safe swimming area near Gali in Gali Bay, we should go to Dolphin Bay and then to Marlin Bay to stay for the night. We caught the bus again to Dolphin Bay and there were many families as there was a caravan park situated right by the bay! How convenient is that! When we were swimming, we could even see the Cape Dolphin lighthouse in the distance. Afterwards, we travelled to Marlin Bay via bus. Marlin Bay is right next to Amaroo National Park, and we've seen some kangaroos and koalas amidst the trees but we're not allowed into the park as it's a marine reserve boundary. Tomorrow we're heading back to Gali Hotel, playing some golf and going riding along the coast!
Dear Diary:
Our final day at Amaroo! We woke up early, had breakfast which Mum cooked up and then headed back home. We didn't do much during that morning, just had lunch at the Gali restaurant. Afterwards, however, we did lots! We hired bikes from the shopping centre and rode along Gali Bay to Moonlight Bay. It was tiring but the scenery was amazing! We spent most of the afternoon riding but got back to Gali at 4 o'clock and Dad headed out for some golf. George and I decided not to because we were drained from all our exercise already. This is our last night in Gali, I'll be sad to leave Amaroo Island.
Ahhh school holidays. The perfect two weeks to catch up on homework and forget about the stresses of school. Now, this scenario isn’t what the majority of our school holidays actually look like. For some, school holidays present a challenge whereby we don’t have direct access to our teachers to ask for help and we ultimately find ourselves in a bit of a ‘motivation downslide’.
Personally, the school holidays were a great time for me to go through all the concepts that I found tricky during the term. Yet, I always found myself running into a bit of trouble with what I like to call ‘the procrastination jungle’, especially with English. So, here are a few tips that can help you find some sparks of motivation for when you feel like there is simply no road ahead.
1: Write Down/Outline/Revisit Your Goals
Often the best way to figure out how you’re travelling through the year is to pause, breathe and reflect back (cue Disney’s Mulan, Reflection) on what was a busy and hectic term.
I always found it useful to revisit some of my previous goals that I had set for myself and tick them off if I had accomplished them. For instance, a goal that I had for the start of Term 2 was to ask my teachers more questions about concepts that I was still unsure of. When it came to the Term 2 holidays, I revisited this goal and was able to tick it off which gave me an incredible sense of achievement and reassured me that I was on track to finish the year off with a score that I was going to be super proud of in the end.
You might be asking, ‘what if I haven’t written down any goals throughout the year?’ Not to worry! It is never too late to start contemplating what your objectives are for the year. In fact, use this time now during the start of your holidays as a stepping stone to building up a habit of doing just this. This will help you tremendously in defining your journey towards accomplishing your aspirations and offer you perspective on any improvement areas you may need to address in your subjects.
But, how exactly are you supposed to make goals? Some may say that this process is somewhat ‘tedious’, but I’m here to help take the guesswork out of making, revisiting and addressing your goals using the ‘SMART’ technique:
Be specific (S) and measurable(M) with your goal → Maybe your aim is to get a 90+ ATAR by the end of Year 12 or maybe your goal is to improve your grade average from 80% to 85%. No matter what your goal is, be sure to make note of what needs to be accomplished and what steps need to be taken to achieve it. Let’s have a look at an example:
‘My goal before the end of Term 3 is to have written one English Essay for all of my novels every week and have it marked by my teacher’.
Notice how to the point this is? I’ve mentioned exactly what it is that I want to see completed, by when and the frequency - ‘one essay per week’.
Is your goal going to be achievable (A) and is it going to be relevant (R)? → While goal setting might encourage you to be ambitious, sometimes we need to take a step back and think to ourselves, is this goal realistic and is it relevant to what you personally want to achieve at the end of an academic year? Let’s have a look at another example:
‘My goal before the end of term is to read all four of my novels three times a week, write 10 essays for each novel every week and complete a three-hour practice exam every second day of every week’
Now I know what you’re thinking, anything is possible if you put your mind to it, but writing 10 essays for each novel and completing a three-hour practice exam every week?! Not only is this goal simply not realistic, but what relevance is this goal going to have when you’ll inevitably feel burnt out and tired from writing all those essays!
And last but not least, when will your goal be completed? This point stresses the importance of ensuring that your goal is realistic and attainable so that you can achieve it within a given time frame (T). We’ve been specifying in our examples that we would like to complete our goals by the end of the term but feel free to critically consider how long your goal may take in reality. Is the goal of wanting to improve your Language Analysis skills really going to be achieved within a matter of days?
2: Look for Gaps in Your Understanding
Pinpointing what you still need to go through and what you’ve already mastered is guaranteed to save you time and effort studying when it comes to SACs and eventually the exam. By doing this, you’ll feel a sense of control and direction when you begin another term, without experiencing the often icky feeling of being lost and unsure.
The way that I went about this was to:
1) Source the study design for each of your subjects (you can do this by going to the VCAA website) and either print them or have them saved onto your desktop. 2) Read through the study design and start to familiarise yourself with the dot points and what you have already covered in class. 3) Go through the study design and, using highlighters or coloured pens, come up with a colour coordinating system. I personally opted for:
Red = areas that you’re still unsure about and need further improvement
Green = areas of mastery
Orange = areas of the study design where you’re in the middle and could do with some polishing up
4) Link your existing notes to the study design dot points and if you haven’t already covered a particular dot point in your notes, take the time to study and add these in.
3: Pomodoro Technique
If you didn’t believe in magic before then you definitely will with the Pomodoro Technique. I used this method religiously back in Year 12 and still do at University. It involves breaking up your study into bite-size chunks whereby you complete intervals of 50 minutes of study followed by a 10-minute break. After every 3-4 cycles, add in a 20-minute break.
Let’s have a look at an example of my typical morning back in Year 12:
11:50am -12:10pm: An extended break! Make some lunch and play with my dog
What I love about this is that it enables you to break up the work into manageable pieces so that you focus solely on one task before taking a well-deserved break. This ensures that you don’t burn out from constantly studying without scheduling time for relaxation, recovery and recharge.
How you use your break time is completely up to you. Do anything to take your mind off your work for a few minutes before diving back into your studies!
4: Prioritise Your Mental and Physical Health
While it may feel productive to be studying and revisiting content covered in previous terms, there is no understating the importance of taking the time to practice good habits that improve your mental and physical health.
Consider taking your dog for a walk while listening to a few songs along the way, or going to your local swimming pool and doing a few laps! Anything to get your body moving will help to ensure that you break your routine up a little bit and experience something different to the often mundane task of studying and completing work. Maybe also get your friends involved too! You can try organising a volleyball game or whatever activity you are all keen on!
5: Don’t Compare Your Motivation Levels to Others
Everyone is sitting somewhere different on the motivation scale. Some may be extremely motivated to reread their texts, write up essay plans, write timed essays, etc. and others may find it difficult to achieve consistent motivation all the time, and that’s okay. To feel motivated all the time is failing to step back and reflect on how far you’ve come as a person in your personal journey.
Often it is when we compare ourselves to others and say ‘but look at how motivated they are’ or ‘they’ve already done so many practice exams and are going to get a really good study score’ that we fall into this trap of finding ‘flaws’ within ourselves. Comparing your diligence and beliefs in terms of your studies to others is only ever going to do you harm. Focus on your own journey and know that it is absolutely necessary to not expect to be motivated to study all the time. It’s simply not realistic.
6: Remind Yourself That This Won’t Go on Forever
The powerful verse ‘this too shall pass’ is something I had to always remind myself of back when I was in Year 12. Months and months of SACs, practice exams and feeling burnt out felt like an eternity and it started to impact my own sense of willingness to continue my personal academic journey. If it gives you any reassurance, however, know that one day you’ll look back on this chapter of your life with nothing but memories and perhaps even have a laugh or two at how young you were in your school photos!
In Victoria, VCAA are starting to update us on which SACs (particularly practical tasks) need to be completed on-site. No English subjects are really affected by this, mostly subjects with folios or labs, as well as environmental sciences—check here for details (under ‘School-based Assessments’ > ‘Unit 3 Practical Assessments’). The general advice for any of these is that they “must be completed in the school environment that adheres to current social-distancing advice.”
Study designs have also been adjusted for English Language, as well as Biology and all streams of Maths—same link, with info under ‘2020 Adjusted Study Designs’.
In Victoria, schools remain closed, and current distancing restrictions will remain in place until May/11 for certain, even as other states begin lifting their restrictions. This is ahead of a national cabinet meeting on May/8 which will make a call on whether or not to keep going with shutdown. It’ll also take into consideration how many people have downloaded the CovidSafe app, which has spawned its own set of controversies about privacy and government access to our data. It might seem invasive, but consider:
In Victoria, three new cases were recorded overnight. Around the country, even better—for example, SA and WA are reporting zero new cases, and the ACT currently has no active cases at all.
I wouldn’t necessarily say this means the end is in sight—just a shift into the next phase, which seems to revolve around the app. What a cheery thought, I know.
One last controversy to leave you with—the Victorian Deputy Chief Health Officer Dr. Annaliese van Diemen made a tweet on her day off which compared COVID-19 to the British colonisation of Australia:
Conservative politicians have been champing at the bit to jump in with “well, actually…” comments (e.g. “well, actually Cook only charted the East Coast”) and call for her resignation, while the Labor state government has defended her right to make this tweet and express her opinion. Premier Andrews has said: “I've got no comment to make on any member of the public health team other than thank you for the work you are doing because it is making a massive difference.” And so it is.
Maybe this tweet is relevant to the current pandemic, maybe not, but let’s not be defensive about it. Instead, let’s just keep in mind that most of us are in fact not the first Australians who’ve faced something scary and foreign which has completely changed how we live, because most of us aren’t First Australians. Definitely at least food for thought.
NSW also back to school this week
1 May 2020, 11:20am
And a very similar kind of chaos happened there as well, with some degree of conflicting state and federal advice; NSW Premier Gladys Berejiklian has implemented complete remote learning until at least May 11 in spite of the federal government’s insistence on reopening.
That said, their start of term 2 has also seen some new issues arise—now, more so than a fortnight ago, people are starting to feel the situation stabilise. The number of new COVID-19 cases is falling and the humdrum of home schooling is starting to get old, which is tempting parents to send kids (especially younger kids) back to school earlier.
This is also complicated by the federal government, which has since adjusted its approach based on initial tensions with Victoria. They are now simply offering private and Catholic schools financial incentives to reopen—in particular a 25% advance on next year’s funding if they have half their students back in classrooms by June 1. There are thousands of eligible schools around the country.
Those who are more adamant about distance learning—including Premier Berejiklian, Premier Palaszczuk of Queensland and Premier Andrews of Victoria—suggest that schools will struggle to cope with more students at the moment. Teachers will be more at risk, and the delivery of at-home learning may be compromised. Also, it would be much harder to shut schools again once reopened, than to just keep them closed until we’re sure.
NSW schools are contemplating staggered returns to school, based on things like alphabets, postcodes, year groups etc. or with limited days of the week delivered in person.
At home, VCAA is running webinars to provide advice for teachers and principals, which ran on April 30 and May 1. As April comes to a close (already—it honestly felt so short), the possibility of reopening schools as well as other sectors soon is feeling within reach, though not without some element of risk.
Key changes to Units 3 and 4
24 April 2020, 7:40pm
VCAA has spelled out some of the changes that will be happening to Unit 3 of the VCE. Firstly, it has recommended schools delay the end of Unit 3 until Jun/26. This should give more time for everyone to figure out exactly how SACs will be administered or modified, and whether any must be completed on-site. The deadline for schools to submit Unit 3 results has also been pushed back to Oct/12.
As for Unit 4, there is currently a review of whether or not SACs can be reduced.
VCAL dates are also set to change so that it takes place in parallel with VCE, though there won’t be changes to content or assessment.
VCAA has also changed the last day for official enrolment in or withdrawal from VCE Units 3–4 to Jun/8, and from VCE Units 1–2 to Nov/9. This means that Year 11 students will have more flexibility to pick up and change subjects in Semester 2.
In terms of technological support, the Victorian government will be lending out computers and SIM cards via schools, so speaking to school administration is the first port of call. You can also seek assistance from State Schools’ Relief.
Finally, VCAA is also trying to support teachers by opening up new communication channels where they can seek more focused and detailed information from experts. I’m not too clear what information is being made available, but this is what they’ve written about it:
“F–10 and senior secondary teachers may access two new interactive communication channels from 27 April 2020. These will enable teachers to ask questions and receive answers in real time from our subject matter experts across the organisation.”
What Term 2 looks like so far
23 April 2020, 10:51am
At this stage, Victorian schools do seem to be operating remotely by default. There was some confusion earlier in the week among teachers and parents, but things seem to be settling down for now. Bearing in mind that many teachers spent the holidays adjusting and reworking lessons for online learning, their frustration is probably understandable in this light.
There still isn’t a consistent national framework for how schools should operate in the medium- to long-term though. For example, Queensland schools are only mandating 5 weeks of remote learning for now, though also making sure that essential workers’ kids can still attend school in-person and making SIM cards and laptops available for students who need them.
The Victorian Department of Education has provided learning from home advice for students and parents, translated into a number of languages. One new tidbit in there is that small groups of students who need to gather and complete learning requirements on-site will be permitted to do so. I can’t imagine a lot of requirements falling under this umbrella, but this will be up to individual schools to provide.
Hear from 47 English and Literature 40 scoring tutor, Sarah about her experiences tutoring
17 April 2020, 10:12am
If you're curious about what tutoring with LSG entails, and would like to get to know a tutor a little bit better, this video is for you! Lisa recently sat down with Sarah, one of LSG's amazing tutors, and they spoke about the life of a tutor, various tutoring experiences, and even what it's like to conduct tutoring online.
Conflicting advice from the federal education minister
11 April 2020, 10:41am
There’s been a bit of conflicting advice from higher up, unfortunately. While state government has indicated that government schools will shift to remote learning in Term 2, the federal (national) government has other ideas.
On Apr/9, education minister Dan Tehan asked that independent and Catholic schools keep classroom learning available at the risk of losing federal funding. This is especially confusing for Victorians, as the state government has been decisive in implementing a remote Term 2 for government schools.
It’s a tricky scenario because the federal government funds independent and Catholic schools, while the state government runs government schools.
It’s definitely ok to feel frustrated by this—Independent Schools Victoria chief executive Michelle Green has described this as an “impossible situation…caught between conflicting advice from state and federal authorities.”
The federal government reasons that children of essential frontline workers need a classroom option, and they may not have any other choice because of their parents’ employment. However, the Prime Minister has also said that it is up to states and territories to make those decisions about what exactly will happen in schools.
We expect more clarification on this over the long weekend and the days to follow.
Latest changes to VCE
10 April 2020, 8:50pm
So what exactly is going on with this right now?
Schools are reopening after Easter but they will operate remotely for Term 2. It will be announced later if this extends to Term 3 or not.
Year 12 students will receive an ATAR for work completed in 2020. The GAT will be held in October or November instead of June; exams are postponed to December at the earliest. Exams may be modified or shortened, but nothing has been announced for certain yet. There are Plan-Bs to either delay exams further if needed, or derive ATARs from your GAT.
However, entry to tertiary study shouldn’t be affected—there’s usually a big window between VCE exams and the start of uni anyway, and government is in dialogue with universities about pushing back the start of 2021 if needed. Admissions processes may look different depending on the extent to which exams are affected, but universities are committed tobeing fair, consistent and transparent. There may also be catch-up, foundation or bridging classes in your first year.
If you don’t have the technology to learn remotely, the government will be loaning out 4,000 SIM cards and 6,000 laptops. They will also be working with Food Bank to make sure students who need breakfast clubs and lunches get it. Transportation services (school buses, disability transport and metro) will run as usual.
I’m feeling really iffy about some of this…
You’re not alone. Many people, students among them, are encountering all kinds of challenges with the changes that have been happening, and there is no shame in feeling powerless or in need of some extra resources in this time.
If you need any support for VCE or schoolwork, we’ll have plenty of content on ourblog andYouTube channel to help you address any concerns. We also have a team of experienced tutors available for online tutoring.
Maybe that covers all the bases, but chances are it doesn’t—individual circumstances are really different right now, and circumstances across society are constantly in flux.
Beyond your personal circumstances, you might also be feeling a little iffy about the increased policing, or the exclusion of migrant workers from wage protection.
Could there be any alternatives to policing, maybe some sort of community-based delivery service to ensure that society’s most vulnerable remain well-resourced? And is the government obliged to protect the wages of not only Australian citizens, but Australian taxpayers as well (anybody who lives in Australia is an Australian taxpayer).
A lot to think about if you haven’t done your Oral Presentation yet…
Learning remotely is difficult – how can you ensure that you keep up your marks?
10 April 2020, 11:20am
Across the state, students and teachers are transitioning to learning remotely — and it hasn't been exactly easy. There are a few things that you can do to ensure that your education isn't compromised and remains at a high standard. To hear more about these strategies, check out the blog post created by my fellow tutor, Angie, here.
Learning remotely means that many students of all ages are worried about how they'll be able to access tailored support from teachers busy with adapting their teaching methods and lesson plans who are often unable to give students the one-on-one attention they deserve due to this pandemic. Well, Lisa's Study Guides' online private tutoring service connects students with experienced tutors who scored in the top 9% or better in their recent completion of VCE. To learn more about how we can work with you to empower you to take control of your learning, head over to our information page here.
Lisa has also created a video talking about what online tutoring entails. Be sure to check it out below to learn more!
What’s the federal government doing?
10 April 2020, 9:26am
You might’ve heard the term ‘economic stimulus package’ being tossed around. This refers to when the government borrows money (i.e. increases government debt) and essentially gives it to people so that ‘business as usual’ isn’t disrupted, even when our jobs and our social lives might be. Even if you no longer have a source of income, government payments can now be spent on supplies which keep you alive, keep those businesses afloat, and keep their workers employed. Without any stimulus, the economic consequences of COVID-19 would be far more widespread.
Prime Minister Scott Morrison has put in place a range of economic stimuli which play a big part in flattening the curve. This has included wage guarantees (JobSeeker/JobKeeper payments) that look a lot like universal basic income—everyone* who is now out of work receives an equal, regular payment from the government that covers their basic needs.
Policies like this allow everyone*, no matter their income level beforehand, to get by and stay at home without needing to find a new job while it’s dangerous (and illegal) to go outside.
Australia has adopted similar policies before—the then-Labor government introduced economic stimuli during the financial crisis of 2009—but Scott Morrison was a vocal critic back then.
Finally, even though Australia’s response to COVID-19 appears to be working well, there are two big challenges coming up. One is Easter, a long weekend where people traditionally go out. This time, they’re being warned to stay home.
Another is the start of Term 2, when over a million Victorian students would usually be on the move. The transition to remote learning will prevent this in a bid to continue flattening the COVID-19 curve.
*everyone who is eligible—which currently doesn’t include temporary visa holders, many casual workers, people in arts and entertainment, charities etc.
By the numbers: the state of the virus
8 April 2020, 1:45pm
As of Wednesday April 8, we’ve seen 5,844 cases of COVID-19 across the country, with 1,212 of those in Victoria, where 60,000 tests have been administered. Among these:
• 12 have passed away
• 45 are in hospital, including 12 in intensive care
• 101 seem to be the result of community transmission
• 736 have recovered
In order to control the rate of the outbreak, Victorian Premier Daniel Andrews has introduced a range of regulations which promote social distancing. These have been increasingly restrictive, from closing down non-essential businesses and limiting the size of public gatherings to stay-at-home rules that are now enforceable—you might’ve heard of these as “stage 3 restrictions”.
As part of these restrictions, you may only legally leave the house for four reasons:
• Getting food and supplies
• Seeking medical care
• Exercise (that doesn’t involve groups of more than 2 people)
• Work and study (where remote options are unavailable)
There are also on-the-spot fines of $1,652 for anyone caught in breach of these restrictions, and as many as 114 such fines have been issued in a single day. Since March 21, Victorian police have conducted 16,039 spot checks in homes and non-essential businesses. People have been fined for having mates over for dinner parties, a cheeky video game sesh, even hanging out in the park.
At this stage though, there are signs that these restrictions may be paying off, and that Australia is ‘flattening the curve’ compared to other countries, especially other Western democracies such as the US (which now leads the world in COVID-19 cases) and the UK (where the Prime Minister has contracted the virus). ‘Flattening the curve’ basically means new cases are growing at a slower rate (a ‘flat’ increase) rather than at an exponential rate (a sharper increase).
What the coronavirus means for VCE
7 April 2020, 5:35pm
Right now, there's so much uncertainty and everyone has the right to be anxious. For the VCE, this is no different – it's ok for us to be unsure and worried about what'll happen with our study scores and ATARs. So, to put your minds at ease, Lisa (the founder of Lisa's Study Guides) recently created a video talking about what the coronavirus means for the VCE in 2020. Check it out below...
‘Will I finish VCE?’ and other COVID-19 questions, answered
7 April 2020, 12:00pm
You’ve heard of Love in the Time of Cholera; now get ready for VCE in the time of coronavirus. As far as we know, the VCE is indeed still on, and if you’re currently in Year 12, it looks like you’ll be on track to graduate at the end of 2020 as per usual.
So we’ll still have to do SACs and exams?
Yep. VCAA has allowed schools to administer SACs either remotely, or delay them to whenever in-person classes resume. Your school will make its own decisions on how you’ll actually be taking SACs—if you have personal access requirements or need for special provisions, speaking to them would be the best avenue. Same goes for how schools actually deliver the content—it’s all pretty flexible at the moment.
What if I’m afraid I’ll do worse on an online SAC?
On the one hand, VCAA seems to be raising the option of delaying SACs until school resumes pretty strongly. On the other, they’re suggesting that online SACs should be delivered as normally as possible if schools can’t accommodate a delay. This means that, just like on a real SAC, there’ll be limited time and potentially limited access to resources as well.
They’re also reminding us that even if SACs go online, your actual, numerical results are less important than your “correct ranking”. To determine this, individual schools are being advised to ‘validate’ remote SAC results with classroom-based assessments when they return. You may well get the best of both worlds.
In general though, everyone is in the same boat for now, and concerns around this are widespread (and valid!). Do the best you can, and your effort will be reflected in your ranking at the end of it all. Don’t forget that SAC scores also get moderated by VCAA at the end of the year.
Will I still get an ATAR?
Yes, and they’ll still be calculated the same way (from assessments, statistical moderation, and study scores). Remember that study scores and ATARs are also rankings, and everyone is going through this together; everyone is doing/can only do the best they can under the circumstances.
As things change, VCAA will also keep everyone updated on whether or not key dates change. This may include things like:
The start of Term 2 (Apr/15)
The deadline to enrol in/withdraw from the VCE (Apr/27)
The General Achievement Test (Jun/10)
They will also be “provid[ing] advice for schools every Monday from the start of Term 2”, so everyone will move at the same pace in these strange and difficult times.
COVID-19 is certainly unprecedented. The necessity of social distancing brings its fair share of challenges, and we’re all adapting as much as we can. At Lisa’s Study Guides, we’re doing our part by moving all our lessons online; it’s been an option that our tutors have worked with for years, and it’s just become a necessity now to minimise risk across the community.
There’ll still be online resources available though, both with your teachers and with us—please reach out if you need anything.
And there’ll be other challenges too, like having your co-curriculars and general social life going under for a little while. Make time for your hobbies where you can, and keep in touch with your friends as much as possible.
But where will all of this leave me when I graduate?
That’s a really great question—2020 is barely happening as it is, so it’s definitely normal to be anxious about the future, and whether or not you’ll feel prepared to return to life again in 2021 while also navigating the whole new world of university.
To be honest, we think you’ll be more prepared than most. University challenges most students to be more independent and self-reliant than they’ve ever been before—it’s a place where you have to choose to turn up, and actively stay on top of everything with less contact and support. You’ll come out of 2020 already having faced many of these challenges (and this’ll prepare you for life beyond uni too!).
And who knows how this will shape education going forward! It’s given everyone—not just you, but also your teachers, parents and principals—a bit of an awakening with regard to technology. Classrooms may never look the same again, even when we do go back.
For now, take it one day at a time. Stay at home when required, build routine in when possible, and do the best you can. If you need to access support services, try the following:
Hello! My name’s Mark, and I’ve been a tutor and content creator with LSG for about 3 years now. Because of the highly volatile nature of the COVID-19 pandemic, there have been a couple of changes to how we operate. One of those is this newsfeed, which I’ll be using to provide regular updates on any changes to VCE, education or the state of the virus more broadly.
We’ll also be implementing a chatbot on Facebook Messenger where you can ask for help more directly. This follows a broader movement across the education sector towards remote learning, which all of our tutors are currently practicing.
The coronavirus has undoubtedly impacted VCE and secondary education. What we know so far:
• The VCE is going ahead this year, though not without major changes. Year 12 students will receive an ATAR for study undertaken in 2020.
• Schools are free to either delay SACs until in-person classes resume, or administer them remotely in the meantime. VCAA’s official advice either way has been that SACs should be administered as ‘normally’ as possible, with restrictions on time and access to resources even if you get to do the SAC at home. Schools are encouraged to keep up regular assessments even if delays are being considered.
• Schools also have the option of ‘validating’ SACs conducted remotely with more in-person assessments when classes resume.
• The commencement of term 2 for government schools has been pushed back to April 15.
• However, all of term 2 will be administered remotely (unless this is absolutely not possible).
• The General Achievement Test (GAT) will be delayed until October or November. Year 12 exams will also be delayed, most likely to December.
Watch this space for more details on these changes, as well as any new updates as they develop. In the meantime, if you’re feeling stressed and want some tips on how to manage remote learning, check out our earlier blog post here, or video here.
Over the years I have seen many exceptional essays. What has really surprised me in the past is when I compare high-scoring essays. In one instance, I read one English student's essay (raw study score of 50) after another student's (raw study score of 46). What do you think contrasts between a student who achieves 50 and a student who achieves 46 (bearing in mind of course, that these two scores are already amazing!)? For me, I had assumed that a major contributor to the perfect score of 50 must be better vocabulary. You would think so too right?
NO! In fact, the student of 46 had embedded heaps of complex and amazing-sounding words in her essay - much more than those used by the student who obtained a 50. Oddly, the perfect scorer had hardly any complex vocabulary in her piece. But this ironically, was the strength of her essay. Because she wasted little time on trying to throw in lots of fancy vocabulary, she was able to focus on exploring complex ideas in her essay instead. This is what examiners are after. So if you're struggling with vocabulary, don't worry - not all hope is lost!
One of the biggest struggles is to 'improve vocabulary' in VCE. So many students are caught up trying to improve their vocabulary or using 'big words' that they don't realise the worst thing yet: using bigger words can actually hurt your essay. Yes, you read it right. Even research has actually found that using complex or big words in an essay can backfire for the student!
Reasons why using big words can worsen your essay:
1. Obstructs clarity of ideas.
Readability is the ease with which a written text can be understood by the reader. In other words, how easy it is to read an essay and how enjoyable that read is. I'm sure you've read a novel in the past that was quite difficult to read because of its extensive vocabulary. On the other hand, you will find a book much more enjoyable to read when you're not struggling your whole way through deciphering words. The same applies to essays. Examiners focus heavily on your exploration and interpretation of ideas. If you have great ideas, only to overload with vocabulary just look to make yourself look smarter, it's only going to make it harder for your examiner. Just like if you had simplistic ideas and filled your essay with fancy vocabulary, it's not going to make the idea seem any more insightful. See the example below:
Student 1: 'In a plethora of elements gender inequalities prevail over the women of Nigeria.'
Student 2: 'Gender inequalities prevail over women's lives in Nigeria.'
The 'plethora of elements' is just another way of saying 'several aspects'. By trying to use nice vocabulary, this student actually reduced the meaning of their sentence, making it harder for the teacher to understand the student's idea. Remember to keep your essays straightforward, don't drown them with vocabulary that's unnecessary.
2. You seem dumber.
No offence. Writing with bigger words doesn't mean you're smarter. It is very easy to pick up when a student is simply using a thesaurus to find synonyms - because your sentence will look like this: basic basic basic COMPLEX basic basic COMPLEX basic basic. There is a clear discrepancy! Don't use 'utilise' when you can just write 'use'. You seem pompous (no offence, again!). Write clearly and simply if you can, and you’ll be more likely to be thought of as intelligent! This meme below sums up the point very well:
3. You're using it wrong.
Using a similar word is not always the RIGHT word. Let's take the word 'persuade' as an example. We're always trying to find new synonyms for 'persuade' in Language Analysis (and I do have a list for you here). The word 'entice' is by no means similar to the word 'coerce' because of the different connotations they are both associated to. To entice is to persuade through attraction or tempting the reader by offering an advantage, whereas to coerce is to persuade (an unwilling person) to do something by using force or threats. Be wise when you choose synonyms, because they do not carry the exact same meaning as the original word you intended to use!
KEY TIP: Do not use big words, do not use small words, use the RIGHT words.
So, how do you find the right word bank for you?
The conditions of your vocabulary bank should be suited to your specific needs. A focus on a need or theme enables more visible connections within the vocabulary bank. Having those connections will make it easier to 'memorise' new terms. Instead of compiling a dense 20-page glossary, try breaking your vocabulary bank up into smaller, specific sections like 'new verbs'.
Now, let's find new verbs instead of the typical bolded words below to express the author's intention:
The author argues
The author shows
The author criticises
The author supports
- Branch off 'argue' (Fervent tone): contends, asserts, posits, proffers…
- Branch off 'criticises' (Negative tone): condemns, denigrates, lampoons, parodies…
- Branch off 'supports' (Positive tone): praises, endorses, exalts, lauds…
Next, take your new vocabulary from storage to use:
After clarifying their definitions, try using some of your new words in a sentence or a paragraph, relating to either your texts or analysing argument. You can also extend your vocabulary bank by adapting the words to different sentence structures:
Example 1
Original sentence: The author criticises the superficiality of our consumerist culture.
Substitution:Theauthor condemns the superficiality of our consumerist culture.
Adaptation: In a condemnatory tone, the author delineates the ostentation of our consumerist culture.
Example 2
Original sentence: The author argues that gender is an arbitrary concept.
Substitution: The author asserts that gender is an arbitrary concept.
Adaptation: Asserting that gender is an arbitrary concept, the author explicates the categorist nature of human understanding.
Using convoluted expressions can be fun or exasperating! Whilst demonstrating extensive vocabulary may raise your mark, the key is to ensure harmony between your words and your understanding.
Remember: Do not use big words, do not use small words, use the RIGHT words.
The second half of this blog post was written by Joyce Ling.