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This is a 7 part series of videos teaching you how to analyse articles for your SAC. Your school will give you three texts which can consist of articles (opinion, editorial, letter to the editor) or images (cartoons, illustrations, graphs). We've used VCAA's 2016 English end of year exam for this series of videos.
Steps before you get started:
1. Make sure you download and analyse VCAA 2016 exam yourself first, then join me in analysing the texts together.
2. Scroll all the way to the bottom of this blog post to download my annotations plus the full essay referenced in these videos. Let's get started!
Looking for more VCE Language Analysis videos? Be sure to check out my analysis of the VCAA Sample 2020 exam.
Get our FREE VCE English Text Response mini-guide
Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps.
In your Language Analysis (or Analysing Argument) SAC, you will be required to analyse how language is used to persuade in three or more texts. While this may seem a bit daunting at first, it really isn’t much harder than a single text analysis once you know how to approach it. Of course, there are multiple ways to tackle this task, but here is just one possible method!
Introduction:
Begin with a sentence that briefly describes the incident that sparked the debate or the nature/context of the debate. Remember to use the background information already provided for you on the task book!
Next, introduce the texts one at a time, including the main aspects for each (eg. title, writer, source, form, tone, contention and target audience). You want to show the examiner that you are comparing the articles, rather than analysing them separately. To do this, use appropriate linking words as you move onto your outline of each new text.
Consider significant features for comparison, for example:
Is the tone/style the same?
Is there a different target audience?
How do their key persuasive strategies differ?
You may choose to finish your introduction with a brief comment on any key difference or similarity.
Sample introduction: The recent return to vinyls and decline in CD sales has sparked discussion about the merits of the two forms of recorded sound. In his feature article, For the Record, published in the monthly magazine Audioworld in June 2015, Robert Tan contends that vinyls, as the more traditional form, are preferable to CDs. He utilises a disparaging tone within his article to criticise CDs as less functional than vinyls. In response to Tan’s article, reader Julie Parker uses a condescending and mocking tone to lampoon Tan for his point of view, in a letter published in the same magazine one month later.
Body paragraphs:
Block structure
Spend the first half of your essay focused on Article 1, then move into Article 2 for the second half of your essay (and, for those doing three articles, the later part of your essay based on Article 3). This structure is the most simple of all, and unfortunately does not offer you ample opportunity to delve into an insightful analysis. Hence, we would not recommend this structure for you. If possible, adopt the Bridge or Integrated structures discussed below.
Bridge structure
Analyse the first text, including any visuals that may accompany it. Students often spend too long on the first text and leave too little time to analyse the remaining texts in sufficient depth, so try to keep your analysis specific and concise! Remember to focus on the effects on the reader, rather than having a broad discussion of persuasive techniques.
Linking is essential in body paragraphs! Begin your analysis of each new text with a linking sentence to enable a smooth transition and to provide a specific point of contrast. Continue to link the texts throughout your analysis, for example, you could compare:
The tone
The techniques of each writer and how these aim to position the reader in different ways.
Often your second and/or third texts will be a direct response to the first, so you could pick up on how the author rebuts or agrees with the arguments of the first text.
Integrated structure
In this type of structure, you will analyse both articles in each body paragraph.
If you'd like to see an in-depth explanation of these different essay structures with sample A+ annotated essays as examples, check out our How To Write A Killer Language Analysis ebook! This study guide includes heaps of other valuable content too, including the SIMPLICITY and SPECIFICITY strategy, which has helped hundreds of students achieve A+ in their assessments.
Conclusion:
In Lisa's videos above, she suggests a short and sweet summary in your conclusion by incorporating some quotes from the author's own conclusion.
Alternatively, you could opt for a different approach. In your conclusion, aim to focus on how each text differs from the others in terms of the main techniques used by the author, and more importantly, the effect of these techniques on the reader or audience. You should summarise the main similarities and differences of each text without indicating any personal bias (ie. you should not state whether one text might be more or less persuasive than another). For example, a point of comparison could be the audience appeal - will any particular audience group be particularly engaged or offended? Why?
Finally, finish with a sentence suggesting a possible outlook for the issue.
Next Steps:
Watch our 'Language Analysis' playlist where Lisa analyses the VCAA 2016 exam over the span of 7 videos. From the first read all the way through to writing up the full essay, Lisa shows you step by step how you can improve your Language Analysis marks.
*This blog post was originally created by Christine Liu, with additions made by Lisa Tran to suit the new modifications in the English study design.
Have a go at analysing it yourself first, then see how I've interpreted the article below! For a detailed guide on Language Analysis including how to prepare for your SAC and exam, check out our Ultimate Guide to VCE Language Analysis.
Information
Author: Voxi
Type of article: Opinion piece
Publisher: Clt Alt
Date of publication: 23rd of May, 2009
Contention: We should embrace the digital technology as it has, and will continue to revolutionise our lives in regards to intelligence, convenience, communication and more.
Number of article(s): 1
Number of image(s): 1 (not disclosed on VCAA website due to copyright laws)
Source: VCAA website
Note: Persuasive techniques can be interpreted in many ways. The examples given below are not the single correct answer. Only a selected number of persuasive techniques have been identified in this guide.
Keyed In
#1
Persuasive technique: Imagery
Example: ‘Keyed In’
Analysis: The term ‘keyed in’ depicts an image of keys on a laptop or computer – one of the important inventions in regards to digital technology as well as the idea that those who are ‘keyed in’ are ‘up-to-date’ with its progression. This invites support from the reader since it is desirable to be ‘up-to-speed’ with the latest developments and trends – especially since new technology allows such accessibility.
#2
Persuasive technique: Type of publication
Example: Online journal
Analysis: By publishing the article on an online platform, Voxi aims to target ‘tech-savvy’ readers who are more inclined to appreciate technology than those who read other publication avenues such as newspapers.
#3
Persuasive technique: Acknowledging the opposition
Example: ‘Some people are naturally afraid of the new, challenged by the discomfort of being dislodged from the known, the safe, the predictable, the tried and the tested – in short, their comfort zone.’
Analysis: Voxi invites readers to view him as someone who is considerate and rational by displaying an understanding front towards those opposed to the use of technology, ‘some people are naturally afraid of the new.’
Example: ‘…maybe they have a point – sometimes it’s good to take time out and just enjoy what you’ve got.’
Analysis: Through admitting that perhaps those opposed to the development of technology may ‘have a point’, Voxi aims to manipulate readers into trusting him since he appears genuine and fair towards the issue.
#4
Persuasive technique:Positioning advocators in a positive light
Example: ‘They see possibilities for making things better where other people want to chill, just responding to the pleasure of the moment.’
Analysis: By positioning technology advocates as people who ‘see possibilities for making things better,’ Voxi attempts to coax readers into support since readers tend to respect and admire those who take action, rather than someone who is static and merely wants to ‘chill.’
#5
Persuasive technique: Characterisation of supporters as heroes
Example: ‘History’s full of moments though, when human beings have been moved forward by people who have been like the grit in an oyster. Gritty people produce pearls.’
Analysis: Though the characterisation of technology advocators as ‘gritty people,’ Voxi urges readers to view those people with admiration as their determination and dedication has lead to the ‘produc[tion of] pearls’ or in other words, valuable inventions.
#6
Persuasive technique: Colloquial Language
Example: ‘Well, sort of.’
Analysis: The use of colloquial language, ‘well, sort of,’ is intended to position Voxi as a someone who appears to be a ‘friend’ as he attempts to display a light conversational tone. As a result, readers may be more inclined to support his opinion since they are more likely to listen to a ‘friend’ than a formal authority figure.
#7
Persuasive technique: Characterisation of advocates as hard workers
Example: They’re the ones who ask questions, who tinker away in the garage, who turn up on ‘The Inventors.’
Analysis: By characterising advocates of technology as hard-working, ‘tinker[ing] away in the garage’, , Voxi relies on the readers’ compassion to embrace modern technology as it is clear that much effort and time has been placed in these inventions and therefore shouldn’t be immediately disregarded.
#8
Persuasive technique: Appeal to a sense of failure
Example: ‘In our lifetime we haven’t had a Copernicus or Galileo reorganising the cosmos, or a Darwin challenging us with a radically new theory of evolution.’
Analysis: Voxi tries to influence readers to step up to past generations’ successes such as ‘Copernicus [and] Galileo reorganising the cosmos, or a Darwin challenging us with a radically new theory of evolution’ through the depiction that the current population has failed to produce any great intellectuals.
#9
Persuasive technique: Repetition
Example: ‘…revolutionise…’
Analysis: The repeated word ‘revolutionise’ is an attempt to instill into readers’ minds that there is a dramatic change currently occurring in society and as a result, they should try to keep ‘up to date’ with ‘the new world’.
#10
Persuasive technique: Rhetorical question
Example: ‘Why wouldn’t you want it in your life?’
Analysis: The rhetorical question, ‘why wouldn’t you want it in your life?’ urges readers’ support since it is apparent that there is no reason why people should not accept technology, especially since in the future, readers will be able to ‘lead happy, safe and fulfilling lives in a free and peaceful world’ – something that would result in satisfaction.
#11
Persuasive technique: Appeal to a sense of youth
Example: ‘It’s older people who are less familiar with it who are suspicious about it, or even
afraid.’
Analysis: By creating a dichotomy between the ‘older people’ and the younger generation, Voxi aims to manipulate readers into believing that only the elderly are ‘suspicious…or even afraid’ of technology, whereas all other generations should have no issues and welcome the ‘digital world’ with open arms.
#12
Persuasive technique: Reference to modern activities
Example: ‘Global shopping, online banking, working out the itinerary for your holiday, looking up Google Maps and Street View to check out where your friends live, and that’s not to mention Facebook.’
Analysis: Through referencing to everyday, modern activities such as : ‘Global shopping…looking up Google Maps and Street View…not to mention Facebook’, readers may be compelled to join the population in using technology since they are aware that many people do find these digital advances convenient and applicable to their daily lives.
#13
Persuasive technique: Use of logic and reasoning
Example: ‘Sure, some people stress about privacy issues, but these can be resolved. Google is not allowed to film defence sites from Google cars and Google bikes. Let’s face it, the pictures we see are not real-time images. You can protest about them anyway and get them removed or pixellated if you’re really worried.’
Analysis: Readers are encouraged to support Voxi’s stance since his use of logic, ‘you can protest about them anyway’ and reason, ‘let’s face it, the pictures we see are not real-time images’ makes clear that ‘privacy issues’ is not a valid point to denounce technology.
#14
Persuasive technique: Humourous tone
Example: ‘Besides, the hot air balloon people are always hovering over my back yard and looking into my windows too.’
Analysis: Through adopting a humourous tone in pointing out the irony of people’s concerns about ‘privacy issues’ when ‘hot air balloon people are always hovering over my back yard and looking into my windows too,’ Voxi attempts to assure readers that online privacy is no less risky than their privacy at home.
#15
Persuasive technique: Appeal to convenience
Example: ‘Why go to a library when you can sit at your desk and look up Wikipedia or Google Scholar, or Ask Jeeves?’
Analysis: Through posing the rhetorical question, ‘Why go to a library when you can sit at your desk and look up Wikipedia or Google Scholar, or Ask Jeeves?’, Voxi appeals to readers’ sense of convenience since the benefits of merely ‘sitting’ at home clearly outweighs the effort of travelling to a library.
#16
Persuasive technique: Inclusive language
Example: ‘Let’s be excited – keep being excited.’
Analysis: The incorporation of inclusive language, ‘let’s’ urges readers to feel as though they are directly part of the issue or somehow responsible for the outcome and thus, may lead readers to become advocators of technology.
#17
Persuasive technique: Juxtaposition
Example: ‘We’d still be swinging in the trees or huddling in caves if we’d taken the view that new things are harmful or dangerous or unpredictable.’
Analysis: Through the juxtaposition of current society and history when ‘we…sw[u]ng in the trees or huddl[ed] in caves’, Voxi intends to demonstrate that without taking some risks and disregarding that ‘new things are harmful or dangerous or unpredictable’, society would not have come as far as it has now, and thus, readers should continue to push forward with the new digital age.
There Are Also Other Ways of Using Quotation Marks
Questions You Must Ask Yourself When Weaving Quotes into Sentences
How To Find Good Quotes
1. What Are Quotes?
Quotations, better known by their abbreviation ‘quotes’, are a form of evidence used in VCE essays. Using quotations in essays helps to demonstrate your knowledge of the text, and provides solid evidence for your arguments. The discussion on quotations in this study guide can be applied to all three areas of study in the VCAA English course which have been explained in detail in our Ultimate Guides to VCE Text Response, Comparative and Language Analysis.
A quotation is the repetition of a group of words taken from a text by someone other than the original author. The punctuation mark used to indicate a repetition of another author’s work is presented through quotation marks. These quotation marks are illustrated by inverted commas, either single inverted commas (‘ ’) or double inverted commas (“ ”). There is no general rule in Australia regarding which type of inverted comma you must use for quotations. Single inverted commas are preferred in Australia as they follow the British standard. The American standard involves styling quotations with the double inverted comma. You can choose either style, just be consistent in your essays.
2. Why Use Quotes?
The usage of quotations in essays demonstrates:
Your knowledge of the text
Credibility of your argument
An interesting and thoughtful essay
The strength of your writing skills.
However, quotations must be used correctly, otherwise you risk (and these frequent mistakes will be discussed in detail later):
Irrelevant quotations
Overcrowding or overloading of quotations
Plagiarism
Broken sentences
How You Integrate a Quote into an Essay Depends on Three Factors:
What you want to quote
How much you want to quote
How that quote will fit into your essay.
3. What You Want To Quote
As you discuss ideas in a paragraph, quotes should be added to develop these ideas further. A quote should add insight into your argument; therefore, it is imperative that the quote you choose relates intrinsically to your discussion. This is dependent on which aspect of the text you are discussing, for example:
Description of theme or character
Description of event or setting
Description of a symbol or other literary technique
Never quote just for the sake of quoting. Quotations can be irrelevant if a student merely adds in quotes as ‘sentence fillers’. Throwing in quotations just to make your essay appear more sophisticated will only be more damaging if the quotation does not adequately reinforce or expand on your contention. Conversely, an essay with no quotations will not achieve many marks either.
4. How Much You Want To Quote
A quotation should never tell the story for you. Quotations are a ‘support’ system, much like a back up for your ideas and arguments. Thus, you must be selective in how much you want to quote. Generally speaking, the absolute minimum is three quotes per paragraph but you should not overload your paragraphs either. Overcrowding your essay with too many quotations will lead to failure to develop your ideas, as well as your work appearing too convoluted for your assessor. Remember that the essay is your piece of work and should consist mainly of your own ideas and thoughts.
Single Word Quotations
The word ‘evaporates’, used to characterise money and happiness intends to instill the idea that happiness as a result of money is only temporary. (VCAA ‘Can Money Buy Happiness’ Language Analysis)
Single worded quotations can often leave the largest impression on the assessor. This is because you are able to demonstrate that you can focus on one word and develop an entire idea around it.
Phrase Quotations
Sunil Badami ‘still found it hard to tie my Indian appearance to my Australian feeling', showing that for Sunil, his culture was not Indian, but Australian due to his upbringing. (Sticks and Stones and Such-like, Sunil Badami in Growing Up Asian in Australia)
A phrase quotation is the most common quotation length you will use in essays.
Long Quotations
The multitudes of deaths surrounding Anna began to take its toll on her, burdening her with guilt as ‘sometimes, if I walked the main street of the village in the evening, I felt the press of their ghosts. I realised then that I had begun to step small and carry myself all hunched, keeping my arms at my sides and my elbows tucked, as if to leave room for them.’ (Year of Wonders, Geraldine Brooks)
Long quotations comprise of more than one sentence – avoid using them as evidence. Your assessor will not mark you highly if the bulk of your paragraphs consists of long quotations. You should aim to keep your quotations to less than 2 lines on an A4 writing page. If you have a long quotation you wish to use, be selective. Choose only the important phrases or key words, and remove the remaining sentence by replacing it with an ellipsis (…).
Here is the same example again, with the student using ellipsis:
The multitudes of deaths surrounding Anna began to take its toll on her, burdening her with guilt as she felt ‘the press of their ghosts…[and] begun to step small and carry myself all hunched…as if to leave room for them.’ (Year of Wonders, Geraldine Brooks)
In this case, we have deleted: ‘sometimes, if I walked the main street of the village in the evening’ and ‘I realised then that I had’ by using an ellipsis – a part of the quotation that is not missed because it does not represent the essence of the student’s argument. You would have noticed that a square bracket ([ ]) was used. This will be discussed in detail under Blending Quotes.
5. How That Quote Will Fit into Your Essay
Plagiarism
You must never take the original author’s words and use them in your essay without inserting them in quotation marks. Failure to do so leads to ‘plagiarism’ or cheating. Plagiarism occurs when you take someone else’s work and pass it off as your own. You must make sure that you use quotation marks whenever you use evidence from your text.
The following is plagiarism:
Even a single flicker of the eyes could be mistaken for the essential crime that contained all other crimes in itself – thought crime. (1984, George Orwell)
Using quotation marks however, avoids plagiarism:
Even ‘a single flicker of the eyes’ could be mistaken for ‘the essential crime that contained all other crimes in itself – thought crime.’ (1984, George Orwell)
There are serious consequences for plagiarism. VCAA will penalise students for plagiarism. VCAA uses statistical analysis to compare a student’s work with their General Achievement Test (GAT), and if the cross-referencing indicates that the student is achieving unexpectedly high results with their schoolwork, the student’s school will be notified and consequential actions will be taken.
Plagiarism should not be confused with:
Paraphrasing: to reword or rephrase the author’s words
Summarising: to give a brief statement about the author’s main points
Quoting: to directly copy the author’s words with an indication (via quotation marks) that it is not your original work
Blending Quotations
You should always aim to interweave quotations into your sentences in order to achieve good flow and enhanced readability of your essay. Below is a good example of blending in quotations:
John Proctor deals with his own inner conflict as he is burdened with guilt and shame of his past adulterous actions. Yet during the climatic ending of the play, Proctor honours his principles as he rejects signing a false confession. This situation where Proctor is confronted to ‘sign [himself] to lies’ is a stark epiphany, for he finally acknowledges that he does have ‘some shred of goodness.’ (The Crucible, Arthur Miller)
There are three main methods in how you can blend quotations into an essay:
1. Adding Words
Broken sentences are a common mistake made when students aim to integrate quotations into their sentences. Below are examples of broken sentences due to poor integration of a quotation:
‘Solitary as an oyster’. Scrooge is illustrated as a person who is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
Never write a sentence consisting of only a quotation. This does not add insight into your argument, nor does it achieve good flow or readability.
Scrooge, ‘solitary as an oyster’, is illustrated as a person who is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
This example is better, however the sentence is still difficult to read. In order to blend quotations into your sentences, try adding in words that will help merge the quotation and your own words together:
Described as being as ‘solitary as an oyster’, Scrooge is illustrated as a person who is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
OR
Scrooge is depicted as a person who is ‘solitary as an oyster’, illustrating that he is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
Tip: If you remove the quotation marks, the sentence should still make sense.
2. Square Brackets ([ ])
These are used when you need to modify the original writer’s words so that the quotation will blend into your essay. This is usually done to:
Change Tense
Authors sometimes write in past (looked), present (look) or future tense (will look). Depending on how you approach your essay, you may choose to write with one of the three tenses. Since your tense may not always match the author’s, you will need to alter particular words.
Original sentence: ‘…puts his arm around Lewis’ shoulder’ (Cosi, Louis Nowra)
Upon seeing Lewis upset, Roy attempts to cheer him up by ‘put[ting] his arm around Lewis’ shoulder’. (Cosi, Louis Nowra)
Change Narrative Perspective
The author may write in a first (I, we), second (you) or third person (he, she, they) narrative. Since you will usually write from an outsider’s point of view, you will refer to characters in third person. Thus, it is necessary to replace first and second person pronouns with third person pronouns. Alternatively, you can replace first and second person pronouns with the character’s name.
The original sentence: ‘Only now can I recognise the scene for what it was: a confessional, a privilege that I, through selfishness and sensual addiction, failed to accept…’ (Maestro, Peter Goldsworthy)
When Keller was finally ready to share his brutal past with Paul, the latter disregarded the maestro, as he was too immersed in his own adolescent interests. However, upon reflection, Paul realises that ‘only now can [he] recognise the scene for what it was: a confessional, a privilege that [he], through selfishness and sensual addiction, failed to accept’. (Maestro, Peter Goldsworthy)
Insert Missing Words
Sometimes, it may be necessary to insert your own words in square brackets so that the quotation will be coherent when incorporated into your sentences.
The original sentence: ‘His heels glow.’ (Ransom, David Malouf)
Achilles, like Priam, feels a sense of refreshment as highlighted by ‘his heels [which] glow.’ (Ransom, David Malouf)
3. Grammar
It is important to maintain proper grammar while weaving in quotations. The question is: does the punctuation go inside or outside the final quotation mark?
The rule is: If the quoted words end with a full stop (or comma), then the full stop goes inside the quotation marks. If the quoted words do not end with a full stop, then the full stop goes outside the quotation marks.
Original sentence: 'Sagitty’s old place plus another hundred acres that went from the head waters of Darkey Creek all the way down to the river.’ (The Secret River, Kate Grenville)
Punctuation inside:
During the past decade, Thornhill became the wealthiest man in the area, owning ‘Sagitty’s old place plus another hundred acres that went from the head waters of Darkey Creek all the way down to the river.’ (The Secret River, Kate Grenville)
Punctuation outside:
During the past decade, Thornhill became the wealthiest man in the area, owning ‘Sagitty’s old place plus another hundred acres’. (The Secret River, Kate Grenville)
6. There Are Also Other Ways of Using Quotation Marks
Title of Text
When including the title of the text in an essay, use single quotation marks.
Directed by Elia Kazan, ‘On The Waterfront’ unveils the widespread corruption among longshoremen working at New Jersey docks. (On The Waterfront, Elia Kazan)
Alternatively, you can underline the title of the text instead of using single quotation marks. Many teachers and examiners prefer this option.
Quotation Within a Quotation
When you quote the author who is quoting someone else, then you will need to switch between single and double quotation marks. You firstly need to enclose the author’s words in single quotation marks, and then enclose the words they quote in double quotation marks. If you're following the American standard, you'll need to do this the opposite way - that is, using double quotation marks for the author's words and and then single quotation marks for the quote. We recommend sticking to the preferred Australian style though, which is single and then double.
Original sentence: ‘…something bitter and stringy, too difficult to swallow. “It’s just that – I – um, I hate it…It’s too – it’s too Indian!”’ (Sticks and Stones and Such-like, Sunil Badami in Growing Up Asian in Australia)
Sunil’s unusual name leads him to believe that it is ‘…something bitter and stringy, too difficult to swallow. “It’s just that – I – um, I hate it…It’s too – it’s too Indian!”’ (Sticks and Stones and Such-like, Sunil Badami in Growing Up Asian in Australia)
As you can see, the student has quoted the author’s words in single quotation marks. The dialogue used by the author is surrounded by double quotation marks. This demonstrates that the dialogue used in the text still belongs to the author.
Using Quotations to Express Irony
When you wish to express irony, you use quotation marks to illustrate that the implied meaning of the actual word or phrase is different to the normal meaning.
As a young girl, Elaine is a victim of Mrs Smeath and her so called ‘friends’. Her father’s interest in insects and her mother’s lack of housework presents Elaine as an easy bullying target for other girls her age who are fit to fulfill Toronto’s social norms. (Cat’s Eye, Margaret Atwood)
In this case, ‘friends’ is written in inverted commas to indicate that Elaine’s peers are not truly her friends but are in fact, bullies.
7. Questions You Must Ask Yourself When Weaving Quotes into Sentences
1. Does the quote blend into my sentence?
2. Does my sentence still make sense?
3. Is it too convoluted for my readers to understand?
4. Did I use the correct grammar?
8. How To Find Good Quotes
Tip One: Do not go onto Google and type in 'Good quotes for X text', because this is not going to work. These type of quotes are generally the most famous and the most popular quotes because, yes they are good quotes, but does that necessarily mean that it's going to be a good quote in your essay? Probably not. But why? Well, it's because these quotes are the most likely to be overused by students - absolutely every single person who has studied this text before you, and probably every single person who will study this text after you. You want to be unique and original. So, how are you going to find those 'good quotes'? Recognise which quotes are constantly being used and blacklist them. Quotes are constantly used in study guides are generally the ones that will be overused by students. Once you eliminate these quotes, you can then go on to find potentially more subtle quotes that are just as good as the more popular or famous ones.
Tip Two: Re-read the book. There is nothing wrong with you going ahead and finding your own quotes. You don't need to find quotes that already exist online or in study guides. Go and find whatever gels with you and whatever you feel like has a lot of meaning to it. I had a friend back in high school who was studying a book by Charles Dickens. I haven't read the book myself, but there was a character who couldn't pronounce the letter S, or he had a lisp of some sort. What my friend did was he found this one word where, throughout the entire book, the guy with the lisp only ever said the S one time and that was a massive thing. So, he used that. This is something that is really unique and original. So, go ahead and try to find your own quotes.
Tip Three: Realise that good quotes do not necessarily have to come from the main character. Yes, the main character does often have good quotes associated with whatever they're saying, but just know that you do have minor characters who can say something really relevant and have a really good point too. Their quote is going to be just as strong in your essay as a main character's quote, which will probably be overused and overdone by so many other students.
Tip Four: Develop a new interpretation of a famous or popular quote. Most of the time, the really popular quotes are analysed in very much the same way. But if you can offer a new insight into why it's being said or offer a different interpretation, then this is automatically going to create a really good quote that's going to offer a refreshing point of view.
For example, if we look at The Great Gatsby, one of the most famous quotes that is constantly being used is, 'He found what a grotesque thing a rose is and how raw the sunlight was upon the scarcely created grass.' What most people will do is they will analyse the part about the 'grotesque thing a rose', because that's the most significant part of the quote that stands out. But what you could do instead, is focus on a section of that quote, for example the 'raw'. Why is the word raw being used? How does the word raw contribute extra meaning to this particular quote? This way you're honing in on a particular section of the quote and really trying to offer something new. This automatically allows you to investigate the quote in a new light.
Tip Five: Just remember that the best quotes do not have to be one sentence long. Some of the best quotes tend to be really short phrases or even just one particular word. Teachers actually love it when you can get rid of the excess words that are unnecessary in the sentence, and just hone in on a particular phrase or a particular word to offer an analysis. And also, that way, when you spend so much time analysing and offering insight into such a short phrase or one sentence, it shows how knowledgeable you are about the text and that you don't need to rely on lots and lots of evidence in order to prove your point.
Those are my five quick tips on how to find good quotes from your texts!
Ah, language analysis. It’s that time of year again, which sees us trade our novels and films for newspapers and blog articles, and our knowledge of characters and themes for the never-ending list of persuasive language devices which we will soon begin to scour our texts in search of.
Once again we must put ourselves in the mind of an author, only this time it’s a little different. No longer are we searching for hidden meanings within the text, instead we search for techniques and appeals to emotions which our daring author uses to persuade us to stand in solidarity with their view. My, how times change. Just when we think we’re getting the hang of something, VCE English throws us a curveball. Typical VCAA.
There's a lot that goes into a strong Analysing Argument response and it can be difficult to know where to start, so here's a specific breakdown of an A+ essay to help you elevate the quality of your own writing! Just before we get started, if you'd like to find out more about Language Analysis, head here for a comprehensive overview of this area of study.
Now, before you get too deep into this step - and I know how eager you must be to dive into that juicy analysis – you first need to decide on a structure. In this particular case of Language Analysis, we are comparing two articles, meaning we have a couple of different structures to choose from. That is, we now need to decide whether we will be separating the analysis of each article into its own individual paragraph, or rather, integrating the analysis and drawing on similar ideas from each of the texts to compare them within one paragraph. Tough decisions, eh?
While most examiners prefer integrated paragraphs, as it shows a higher level of understanding of the texts, sometimes the articles make implementing this structure a little difficult. For example, maybe one article focuses more on emotional appeals, while the other uses factual evidence such as statistics to persuade the reader. What do we do then? If none of the arguments are similar, but we still want to use that amazing integration technique, what can we do?
Well first of all, remember that we are comparing two articles. Comparisons don’t always have to be about similar things, in fact, the true spirit of comparison should take into account the articles’ differences too. So what does this mean for us? We can still integrate our paragraphs, however, we will be focusing on how two contrasting techniques seek to achieve the same result of persuading the audience.
Next, now that we’ve got structure out of the way, we can work on the actual analysis part of planning. That is, scouring through the articles for those various language devices the author has used to turn this article from an exposition to a persuasive text, and then deciding on how we shall be using this in our essay.
I absolutely cannot stress this enough, but: PLAN YOUR ESSAYS! Yes, I happened to be one of those students who never planned anything and preferred to jump straight into the introduction, hoping all my thoughts would fall into place along the way. Allow me to let you in on a little secret: that was a notoriously bad idea. My essays always turned out as garbled, barely legible messes and I always managed to talk myself into circles. Trust me, planning is crucial to an A+ essay.
It is also crucial that you know what exactly should be going into the planning process. There are two main aspects of planning that you need to focus on for a Language Analysis essay: analysis and implementation. I know that might not make much sense right now, but allow me to explain:
Analysis
This includes reading through your articles and picking out all the pieces that seem like persuasive techniques. For example, you might find a paragraph using inclusive language such as "our problem” to convince the reader that this is an issue that they need to be directly concerned about, or perhaps you may find a sentence describing the “excess of funds” being poured into the initiative that demonstrates to the audience how big of a problem it is. This step typically includes underlining areas of interest in the articles, making arrows between similar arguments which you think should be linked and doodling in the margins of the paper with all your immediate thoughts so you don’t forget them later. This part is the lengthiest and it may take you some time to fully understand all of the article.
Next, comes implementation.
Implementation
This is the part where we make ourselves an actual essay plan, in which we decide how to implement all the new information we’ve collected. That is, deciding which arguments or language devices we will analyse in paragraph 1, paragraph 2 and so on. This part is largely up to you and the way in which you prefer to link various ideas.
Below is an example of how you might choose to plan your introduction and body paragraph. It may seem a bit wordy, but this is the recommended thought process you should consider when mapping out your essay, as explained in the following sections of this blog post. You may want to skip ahead and read those first so you know what we’re talking about when you see CCTAP (explained in Step 2: Introduction) or TEEL (explained in Step 3: Body Paragraphs), but otherwise it’s pretty straight forward. With enough practice you may even be able to remember some of these elements in your head, rather than writing it out in detail during each SAC or exam (it might be a little time consuming).
Sample Introduction Plan
Note: Sentences in quotation marks ('') represent where the information has been implemented in the actual introduction.
Context: Detention of Asylum Seekers is currently a popular topic of discussion, 'issue regarding the treatment and management of asylum seekers'.
Contention: Detention of Asylum Seekers is wrong, 'detention as a whole is inhumane'.
Tone: Conviction, 'tone of conviction'.
Audience: Those in favour of Asylum Seekers, 'supporters of his resource centre'.
Purpose: Allow Asylum Seekers into the country, '[barring them from entering the country]…should be ceased immediately'.
Sample Body Paragraph Plan
Topic: Inhumanity of detention
Evidence: Article 1’s Emotive Language
Example: 'harsh', 'brutal regime', 'needlessly cruel' to invoke discomfort.
Evidence: Article 1’s Expert Opinions
Example: Amnesty International, UN, etc. 'repeatedly criticised'.
Evidence: Article 1’s Humanisation of Asylum Seekers
Example: Depicts as individuals who’ve been 'arbitrarily punished'.
Evidence: Article 2’s Invitation to Empathise
Example: Writes he 'cannot imagine the horrors', inviting readers to try too.
Evidence: Article 2’s Emotive Language
Example: 'pain', 'suffering', 'deprivation of hope' to invoke sympathy.
Evidence: Article 2’s Placing of Blame
Example: Blames Australian Government for the 'suffering inflicted'.
Link: Restate topic sentence in relation to entire essay
Step 2: Introduction
Now that you’ve got all the planning out of the way, next comes beginning the essay and writing up your introduction. Having a top notch introduction not only sets the standard for the rest of your language analysis, but it gives you a chance to set yourself apart from the crowd. Your teacher or examiner will be reading heaps of these kinds of essays within a short period of time and no doubt it’ll begin to bore them. Thus, having a punchy introduction is bound to catch their attention.
In addition to having a solid beginning, there are a few other things you need to include in your intro, namely, CCTAP. What does CCTAP stand for and why is it so important, you may ask? Well, the nifty little acronym stands for Context, Contention, Tone, Audience and Purpose, which are the five key pieces of information you need to include about both of your articles within your introduction. In addition to all the various language devices we collected during planning, you will need to scan through the articles to find this information in order to give the reader of your essay the brief gist of your articles without ever having read them.
For an example on how you would accomplish this all in one paragraph, here’s my introduction:
In recent years, the issue regarding the treatment and management of asylum seekers has become a topic of interest for many Australian citizens, with the debate focusing centrally on the ethics of their indefinite detention, and the reliability of this initiative as a working solution. Many articles intending to weigh-in on the debate depict the Australian Government’s favoured solution in various tones, with two pieces, written by news source, The Guardian, by authors Ben Doherty and Helen Davidson, and activist Kon Karapanagiotidis, respectively, asserting that the initiative is the wrong approach to a growing problem. In their piece, 'Australia’s offshore detention regime is a brutal and obscene piece of self destruction', the former of the authors speaks with an accusatory tone to their audience of regular readers of the popular news publication site and debates the practicality of the 'arbitra[y]' detention of these asylum seekers, as well as calls into question the humanity of the act and assesses whether it is an effective use of Australia’s wealth, intending to persuade readers to be similarly critical of the initiative. Likewise, the author of the open letter, 'Stand in solidarity with people seeking asylum this holiday season', writes to supporters of his resource centre in a tone of conviction, asserting that asylum seekers deserve the safety of asylum within Australia, that detaining or barring them from entering the country is inhumane and the root of much suffering, and that overall, it is morally wrong, and thus should be ceased immediately. Both articles contend that Australia’s current solution to the growing issue is incorrect, with Doherty and Davidson specifically believing that there is a better solution that must be sought, and Karapanagiotidis believing that detention as a whole is inhumane and should not be further employed by the government.
Step 3: Body Paragraphs
And now we reach the meat of your essay - the body paragraphs. A typical essay should have at least three of these, no less, although some people might feel the need to write four or five. While this may seem like a good idea to earn those extra marks, you should never feel pressured to do so if you already have three good paragraphs planned out. You have limited time to write your essay and getting as many words on the page as possible won’t always improve your score, especially if you traded quality for quantity. What your teachers and examiners are really looking for is a comprehensive understanding of the texts and the way in which you organise your ideas into paragraphs. So sure, writing an extra paragraph may be useful if you have the time and technique, but never feel pressured to expend the effort on one if it costs you time to the point where you’re turning in an unfinished essay. You can achieve an A+ essay with only three paragraphs, so don’t stress.
Now, onto writing the actual paragraphs. There are various little acronyms to help you through this process, such as TEEL, PEEL or MEAT. Some of these you may have already heard of before and you might even have a preference as to which one you will use. But regardless of what you choose, it is important that you add all the correct elements, as leaving any of them out may cost you vital marks. Make sure you include a Topic sentence, Evidence, Example and Link (TEEL). Once you have the structure down pat, there’s one other thing you need to consider during a Language Analysis essay: don’t forget to analyse the picture.
Seriously, it’s pretty crucial. A requirement of this kind of essay is to analyse imagery, whether it be the newspaper’s header, a cartoon or an actual photograph. This step may involve analysing the image for what it is, or linking the imagery with an already existing argument within the article. Whatever you deduce it to mean, just make sure you slip it into one of the paragraphs in your essay. [Note: an analysis of imagery is not included in following paragraph].
While both articles make very different arguments on the same topic, in one particular case they give voice to the same issue, namely, the inhumanity of detaining refugees, in which both articles become advocates for the abolition of offshore detention. Authors for The Guardian write that it is 'needlessly cruel', 'harsh', and a 'brutal regime', using emotive language to give weight to their argument and invoke a sense of discomfort within their readers, particularly towards the government’s chosen solution. They call on the opinions of a number of other sources who have 'repeatedly criticised', the operation, such as the United Nations, Amnesty International and Human Rights Watch, among other similar experts on the matter. The authors depict Asylum Seekers as individuals who are 'arbitrarily punished offshore', and who 'have been accused of no crime', and are therefore, by the judgement of the authors, being treated immorally. In agreement, Karapanagiotidis writes of the abuse endured by asylum seekers in detention, including their separation from loved ones, their arbitrary incarceration, and stating that he, himself, 'cannot begin to imagine the personal toll detention has had on [them]', implying further damage has been done and inviting his audience to similarly place themselves into the figurative shoes of an asylum seeker. The author writes that the offshore detention of asylum seekers causes 'pain', and 'suffering', as well as the 'depriv[ation] of [their] hope', using emotive language to invoke sympathy and understanding within his readers. Karapanagiotidis hands the blame for such 'suffering inflicted', on the Australian government, a similar tactic which The Guardian employed throughout their piece. Overall, both articles use a range of language devices and expert sources to agree that the act of detention is inhumane, and the root of much suffering.
If you'd like to see more sample A+ body paragraphs and essays, all with annotations to see exactly what makes them high-scoring, check out our How To Write A Killer Language Analysis ebook for an in-depth guide to nailing your Language Analysis.
Step 4: Conclusion
You’ll be glad to know that this is the final part of your essay, hooray! And some might argue it is in fact the easiest, because now all you need to do is summarise all of those body paragraphs into a concise little one. Simple right?
Conclusions typically don’t even have to be all that long, I mean, you’re only restating what you’ve already written down, so there’s no new thinking involved. Under no circumstances should you be using your conclusion to add in any new information, so just make sure you give a brief description of your previous arguments and you should be good to go!
And one more thing: never start your conclusions with 'In conclusion'. Seriously, that may have worked in Year 8, but we’re writing for a whole different standard these days and starting your conclusions off like that just isn’t going to cut it.
The two articles, in their discussion of Australia’s offshore detention initiative, bring light to several key points. Authors for The Guardian use various appeals, emotive phrases and evidence of reported monetary statistics to sway the reader to share their opinion, as well as arguments regarding the lack of reliability the initiative provides in its ability to deter boats, the sheer cost of the program, and the morality of the issue. Similarly, Karapanagiotidis, the author of the open letter, uses a humanising image, appeals to the values of the readers, and employs phrases with pre-existing connotations known to the audience, to assert main contentions: that asylum seekers deserve asylum, that barring them from settling in the country is the root of much suffering, and that their indefinite detention is not only inhumane, but morally wrong.
For a step-by-step explanation of exactly how to write A+ essays, with examples to help you understand what to do and what not to do with confidence, check out our How To Write A Killer Language Analysis ebook.
Language Analysis is all about how the author persuades. That means in all your essays, the word ‘persuade’ is bound to be present in almost every sentence. Here is an example in a response to the 2009 VCAA exam:
Voxi employs inclusive language such as “we” in an attempt to persuade readers to also feel a sense of excitement towards future technological developments.
However, if you’re repeatedly writing ‘persuade’ throughout your essay, it will become repetitive and bland. So to make it easier for you, below is a list of synonyms for the word ‘persuade’. Next time you write an essay, hopefully it won’t be littered with ‘persuade’ but other vocabulary instead!
To see more phrases and sentence starters that you can integrate into your Analysing Argument writing, see this blog.
Hey everyone! This is Part 2 in a series of videos I will release on VCE Study Guides. The content goes through the sample VCAA Chickens Range Free article which you can find here. Feel free to analyse it yourself, then check out how I’ve analysed the article!
I’m super excited to share with you my first ever online tutorial course for VCE English/EAL students on How to achieve A+ for Language Analysis!!!
I created this course for a few reasons:
Language Analysis is often the key weakness for VCE English/EAL students, after my workshops, students always wish we had spent evenmore time on Language Analysis, many of you have come to me seeking private tuition however since I am fully booked out, I wanted to still offer you a chance to gain access to my ‘breakthrough’ method of tutoring Language Analysis,I am absolutely confident in my unique and straightforward way of teaching Language Analysis which has lead to my students securing exceptional A graded SAC and exam scores!
Are you a student who:
struggles to identify language techniques?
finds it difficult to identify which tones are adopted in articles?
has no idea explaining HOW the author persuades?
finds it difficult to structure your language analysis essay?
becomes even more unsure when comparing 2 or 3 articles?
feels like your teacher at school never explained language analysis properly?
prefers learning when it’s enjoyable and easy to understand?
wants to stand out from other students across the cohort?
wants to know the secrets of 45+ English high achievers?
wants to know what examiners are looking for?
sees room for improvement whether you’re an average student or a pro?
wants to get a head start and maximise your potential in VCE?
This is what you will accomplish by the end of the course:
Be able to successfully identify language techniques in articles and images
Be able to successfully identify tones adopted in articles and images
Be able to analyse a single article or image
Be able to analyse 2 or more articles and/or images
Be able to apply your new skills coherently and clearly in essay writing
You will be able to accurately describe HOW an author uses language to persuade
You will be able to plan and write a language analysis essay structure (single article/image)
You will be able to plan and write a language analysis essay structure (2 or more articles/images)
You will understand common pitfalls and how to avoid these in language analysis
Be confident when approaching your SACs and exam
Know exactly what examiners are looking for and how to ‘WOW’ them
Know how to distinguish yourself from other students
Have unlimited help in course forum from myself and other VCE students
You will become a better VCE English language analysis student!
To find out more, you can check out the full details of the coursehere!
Literary and Cinematic Techniques in Ransom and The Queen
Essay Topics for Ransom and The Queen
Resources for Ransom and The Queen
1. Introductions
Ransom
Set during the Trojan War, one of the most famous events in Greek mythology, David Malouf’s historical fiction Ransom seeks to explore the overwhelming destruction caused by war, and the immense power of reconciliation. Drawing on The Iliad, the epic poem by Homer, Malouf focuses on the events of one day and night, in which King Priam of Troy travels to the enemy Greek encampment to plead with the warrior Achilles to release the body of Priam’s son, Hector. Maddened by grief at the murder of his friend Patroclus, Achilles desecrates the body of Hector as revenge. Despite Achilles’ refusal to give up Hector’s body, Priam is convinced there must be a way of reclaiming the body – of pitting new ways against the old, and forcing the hand of fate. Malouf’s fable reflects the epic themes of the Trojan War, as fatherhood, love, grief, and pride are expertly recast for our times.
To learn more, head over to our Ransom Study Guide(which covers themes, characters, and more).
The Queen
Set in the weeks leading up to and after the infamous death of Princess Diana in 1997, The Queen captures the private moments of the monarchy's grief and loss, and Queen Elizabeth II's inner conflict as she attempts to keep her private and public affairs separate.
The film opens with Tony Blair's "landslide victory" in the election as the "youngest Prime Minister in almost two hundred years", preempting viewers of the "radical modernisation" that's to come as he takes the reign. Juxtaposed with Blair's introduction is the stoic Queen Elizabeth II, residing in Buckingham Palace serenaded by bagpipes, in a ritual unchanged since Queen Victoria, immediately establishing the entrenched traditional values she represents. Princess Diana’s sudden death at the hands of relentless paparazzi results in turmoil in both the lives of those in the monarchy and adoring British citizens who mourn for the loss of the “people's princess". As days ensue with no public response from the Royal Family, the British people grow in disdain towards the authority, demanding a more empathetic response. Caught between the people and the monarchy is Blair, who sees the Royal Family’s public image suffer as a result of inaction.
Despite heavy resistance from the Queen, he eventually encourages her to surrender old royal protocols and adopt a more modern approach to meet public expectation: to fly the flag at half-mast, hold a public funeral, and publicly grieve for the loss of Princess Diana – all in all, to show the people that the monarchy cares. The Queen’s decision to accept Blair’s advice ultimately reconnects her with the British people and restores the Royal Family’s reputation amongst the public.
Together, Ransom and The Queen showcase the challenges involved in leadership roles: the inner conflict that leaves these individuals torn between their private and public demands. More on this in the next section.
2. Themes in Ransom and The Queen
Parenthood and Leadership
In both texts, deaths act as a catalyst for both Priam and the Queen’s personal change – Priam’s son Hector, and the Queen’s, ex-daughter-in-law, Princess Diana.
In Ransom, we learn of the familial sacrifice Priam has needed to make as a leader. His separation from loved ones is expected as he has been ‘asked to stand…at a kingly distance from the human, which in [his] kingly role…[he] can have no part in'. Up until Hector’s death, Priam has been removed from paternal experiences, a sad truth when he admits that his relationships with his children are merely ‘formal and symbolic,’ and a part of the ‘splendour and the ordeal of kingship'. Unlike his wife Hecuba, whose grief is assailed by intimate moments with her children as she recalls, ‘Troilus was very late in walking…I was in labour for eighteen hours with Hector', Priam is unable to recall these private memories. Despite what would ordinarily be experiences shared by both father and mother, Priam cannot echo his wife’s grief to the same extent as these experiences have not been ‘in his sphere’ and he is even ‘unnerved’ by them. Malouf demonstrates how Priam’s royal obligations have suffocated his role as a father, and consequentially, he has been unable to connect with his family in the way he would desire to.
While Priam’s overt expressiveness in his limitations as a father may sway empathy from Ransom readers, Queen Elizabeth’s stoicism at first makes her appear cold-hearted and unfeeling. Her reaction to Prince Charles’ desire to fly a private jet to see Diana in hospital (‘Isn’t that precisely the sort of extravagance they always attack us for?…this isn’t a matter of state.’) is one from a leader's mindset - she's more concerned of the media’s reaction, rather than offering familial care and concern. However, as the film unfolds, viewers come to understand that her stoicism doesn’t necessarily come about because of her own personal choice, but rather, because her leadership role demands it of her.
TIP: Save the words ‘stoicism’ and ‘stoic’ to use in your essay. These words describe someone who experiences suffering but doesn’t openly express it.
We see the Queen’s quiet intentions to protect her grandchildren – ‘I think the less attention one draws to [Diana’s death], the better…for the boys’ – yet her silence is the inadvertent cause of public scorn. As such, Frears doesn’t make a villain out of the Queen, someone who on the outside may seem unfeeling and apathetic, but encourages viewers to see her from a unique perspective – a woman who struggles to manage her identity in both the private and public light.
It is only when Priam and the Queen detach themselves from their traditional roles that we see a change for the better in both of their personal journeys. Priam’s removal of his ‘jewelled amulet [and] golden armbands’ is symbolic of his shedding of the royal weight, and paving way for his step into a paternal role. Likewise, the Queen’s physical distancing from Buckingham Palace, an iconic symbol for tradition, into the public sphere where she mingles with the British people enables her to finally play the role of a grandmother. Both texts show how parenthood can lead to a more enriched human experience. Malouf finally portrays Priam as a happy man when he has the vision to be remembered in his legacy for his role as a father first, then as a king. Likewise in The Queen, her highness’ public mourning connects her with her people, and brings her joy and delight at last.
Tradition, Change, and the New
Both texts explore the challenging tug and pull between upholding traditions and making way for the new.
As humans, we cherish traditions because they are customs or beliefs that have been passed on from generation to generation. They have sentimental value, and by continuing on these traditions, our actions show that we respect the path our elders have laid for us. Tradition is not necessarily depicted in a negative light in either texts, but rather, shown to have its place. The Queen’s resistance against sailing the flag at half mast is out of deference for her elders. Even Somax’s casual storytelling about his daughter-in-law’s griddlecakes is customary, as each time his son would ‘set up the stones’ and her ‘quick and light…flipping’ of the cakes. However, Frears and Malouf both assert that adaptability in upholding tradition is also needed in order for us to grow and develop as humans.
The new is not depicted as an experience one should fear, but rather, an experience one should approach with curiosity. As Malouf writes, ‘[Priam] saw that what was new could also be pleasurable'. The following positive expressions from the king ‘chuckling’ and ‘smiling’ echo the sentiment that while humans naturally resist change, embracing it is often beneficial to our lives. To be meta, Ransom is the retelling of the Trojan events, but Malouf adds to this tradition with a fresh perspective on the story.
Frears and Malouf both demonstrate that change is often propelled into possibility through the support and urging of others. Priam’s vision for his journey is instilled by the goddess Iris, who comes to him in a dream. His consequential journey is supported by Somax, whose ordinary everyday experiences teach Priam more about fatherhood than he had learnt as a father himself. Meanwhile, Achilles drags Hector’s body day after day, with no intention of change until Priam suddenly appears in his camp. Both texts highlight the influence those surrounding us can have on our personal change.
3. Similarities and Differences
At LSG, we use the CONVERGENT and DIVERGENT strategy to help us easily find points of similarity and difference. This is particularly important when it comes to essay writing, because you want to know that you're coming up with unique comparative points (compared to the rest of the Victorian cohort!). I don't discuss this strategy in detail here, but if you're interested, it's worth checking out my How To Write A Killer Comparative ebook to see how you can really set yourself apart and ace Comparative writing. I use this strategy throughout my discussion of themes above and techniques in the next section. To help you get started, here are some questions to get you thinking about the similarities and differences between the two texts:
Public vs. Private Spheres: how is public vs. private life portrayed in either texts?
Stories and Storytelling: who tells the story in either texts? Is there power in storytelling? Why do humans share stories?
Grief, Death, and Loss: How do humans deal with death? What emotions do we experience?
4. Literary and Cinematic Techniques in Ransom and The Queen
Opening Portrayals of Queen Elizabeth and Priam
When Charles consoles Prince William and Harry after informing them of their mother’s death, Queen Elizabeth peers inwards from outside the room, distant and removed from her family. The enclosed frame of the door only serves to heighten her isolation from her family as she is pained by the ‘unrestrained intimacy and affection’ between the boys and their father, something she is unable to partake in. Her face half-covered by the shadows stresses how her familial experience only occurs from afar as she prioritises her role as her highness. Internal change, at least at this point in the film, has yet to begin.
Meanwhile in Ransom, Priam’s journey of personal change is established immediately as he realises that he needs to move beyond this ‘brief six feet of earth he moves and breathes in'. The finite space he has become accustomed to now almost represents (and this may be an intense interpretation) a jail cell in which he as a father, as a human being, has been incarcerated in. He is ready to pursue a new identity beyond just that as a king. Both Ransom and The Queen showcase the sacrifices made by both leaders, and the rigid, almost-dehumanising expectations that are set upon them when they take reign. Both texts encourage their audience to empathise with the leaders, for the challenges they face in their unique positions.
The Queen Film Techniques
I created an in-depth video on the first 20 or so minutes of The Queen you'd might find helpful. Have a watch and see whether you missed out on any film techniques:
[Video Transcription]
To begin with, we have this quote that is displayed at the very start of the film, and it says,
"Uneasy lies the head that wears a crown,"
and it's spoken by Henry IV Part II. So, the Part II gives me an indication that this is a quote from some way in Shakespeare's texts. If I then go on Google and actually have a look and type up this quote, then I know for sure that it is indeed from Henry IV Part II, a text and play that was written by William Shakespeare. So, I'm telling you these things because this is actually how I would go on to learn information about the film. I don't just automatically know for sure that it is from this particular text that Shakespeare wrote up. So, I want to ensure that I'm right by going and having a look at Google.
Quotes at the start of any film, at the start of any book, usually have importance to them and they usually should give you an insight as to what's to come. And, for me, I find when I look at this particular quote, it definitely links to the themes of leadership, of motherhood, parenthood, and of perhaps the sacrifices that the queen has needed to make in order to lead her nation. So, with this particular quote, I would write it down somewhere and keep it in mind as you're watching the remainder of the film, because you'll see those themes come to life and have a better understanding of what this quote is talking about.
So, immediately, this film opens up with a news presenter talking about Tony Blair going to the election polls. It's displayed as footage on a TV screen. This gives us insight into a couple of different things. Firstly, it gives us context. The second thing is that it's displayed on a TV and it's broadcasted by a news channel. And, as you probably know, the media, the paparazzi, and just the entire culture of representing news during this time is something that will be heavily explored throughout this film. Especially because it may or may not have led to the death of Princess Diana.
So, again, contextually, it gives us an idea that around this time, the news media was quite overwhelming and omnipresent, which means that it was sort of just everywhere. It was always around. It's sort of no different from today, but there's a reason why they establish it as an opening shot. And that's just sort of give us as viewers an understanding that the news has a big play in what's going to happen in the remainder of this film.
So, I really liked the quote,
"We're in danger of losing too much that is good about this country, as it is,"
that's spoken by the painter, who's drawing a portrait of the queen. This, again, sort of establishes that idea of change immediately at the beginning of the film, or should I say, resistance to change. So, it's already sort of outlining the path that this film is about to take.
Again, I really like this quote,
"The sheer joy of being partial."
So, from the onset with the queen, I think it's important to understand that we don't villainise her, or at least the director doesn't villainise her. He portrays her as a human being, as somebody who is in this position of the queen, which has a lot of weight upon it. And you can tell that she's all glammed up and she's fulfilling her role as the queen, but she's admitting that she envies us as everyday citizens being able to vote, to be able to have an opinion, and just go to the booths. To me, this establishes her as somebody who I empathise with, or sympathise with even.
I think this part with the music in the background and how the queen breaks the fourth wall. So, the fourth wall is basically when any character inside a film actually looks directly at the camera, at you, as the audience. And, to me, this gives me a sense of joy. It makes me feel like it's quite funny, the way that she's looking at us, especially with the...and again, this sort of reiterates my idea that we're not supposed to look at the queen as some evil or some cold-hearted person who is unfeeling for Diana's death later on, but that she's just like one of us and she can participate in a joke and we come to see this in a little bit.
So, in the next scene, we have a wide shot of Buckingham Palace, and in the background, you can hear bagpipes playing. This is something called diegetic sound. Diegetic sound is when you have sounds that come directly from the world in the film. So, the bagpipes sort of establish this sense of tradition. Everything in the scene represents tradition. Buckingham, Palace, the flag, the bagpipes, and that as an early shot of this film sort of shows us the entrenched tradition that exists. That nothing has changed as of yet, and things as sort of going on as they've always had.
Again, Frears is trying to show us the human side of the queen. And so that's why we've got the shot of her waking up in bed. She's all cuddled up and snuggled up in warm and comfy bedding. And it shows that she's vulnerable, in a way. And this is important for us as viewers, as we come to understand her inner thoughts and feelings later on.
So, immediately when the queen wakes up, she has a pile of newspapers in front of her. That adds, again, to that sense of omnipresent media. It's all around us, at least in that period of time.
This time, we have archival footage. So, archival footage is footage that has been taken from that period of time and placed into this film. It adds to the film's sense of authenticity, the fact that it's based off historical offense.
I really like this shot as the queen and Robin walking down the hallway to meet Tony Blair. This is a great snapshot and a great mise-en-scene. And mise-en-scenes, basically, to me anyway, it's when you pause the screen and it's everything that's inside that shot from props, in the foreground, in the background, what the person is wearing, or what the characters are wearing. So, with this particular art, we can not only see the two characters, but we can also see everything that's in the background.
And again, this really adds that sense of tradition because you've got all these paintings from probably famous people back in the day, or ancestors of the monarchy, and then you've got Robin saying he's promising a constitutional shake up, the first one in 300 years, and the queen saying, "Oh, you mean he's going to try and modernise us?" This is a great juxtaposition between the new coming in versus the old.
When Robin makes the joke about Tony Blair's wife having a curtsy that's described as shallow, it's humorous, it's funny, and the queen laughs as a result. The humor that's speckled throughout this film, I think really helps to lighten up the situation, but also to again, show us that the queen is human and that she can enjoy a joke.
I think this is a great snapshot as well. So, we've got the camera looking down at Tony Blair and his wife. When a camera does look down at an object or character, it gives us, as the audience, a sense that that person or character is inferior or they're not in a position of control. And it ties in with the fact that this is Tony Blair's first day in Buckingham Palace as a prime minister and he's only just onboarding the role.
So, in terms of him versus the queen or the monarchy, which is symbolised by everything around him, the setting that he is encompassed in, it shows that he really isn't the one who's playing the field here. He's not the one who is in charge. I love that we've got one of the queen's men giving them rules on what they need to do.
So, we're slowly walking up the stairs towards the queen who is in position of power. So, the staircase is quite symbolic.
Another important thing to know is that Mrs. Blair is actually accompanying the prime minister this first time round that he goes to Buckingham Palace. It shows that he is nervous, he said it himself, but he's not entirely comfortable with his role yet. So he needs the support of his wife. This is in comparison with later in the film at the very end, actually, where Tony Blair goes to Buckingham Palace himself and conducts a meeting with the queen, very similar to the one that he's doing now.
This shot where we've got Mrs. Blair sitting opposite the guard at quite a distance adds to the sense of awkwardness, and it's paralleled with the sense of openness between the queen and the prime minister as well. So, it shows that we've got the old and the new sort of coming together and sort of not really gelling.
Something to keep an eye on is parallels in the film. It's always a really good idea to compare the start and end of this particular film, because we've got such similar scenarios in meaning at the start of the film and in meaning at the end of the film. What you'll notice in this particular scene is that they don't appear in the same shot. They sit opposite one another and one shot on Tony Blair, one shot on the queen, and it sort of goes back and forth. And that's to heighten that sense of distance between them. That sense of unfamiliarity. This is in comparison with the end of the film when we see the two of them walking down the hallway together, out into the garden as equal.
Here's another great shot. So, to add on the idea of the queen having more power versus prime minister, it's quite clear here as he sits down and asks for her hand.
I love the way that Mrs. Blair walks. She's sort of like half...I don't know how you would explain her stride, but it's obviously not one that is aligned with how the queen walks, which is quite poised and quite together. Rather, Mrs. Blair's walk is sort of frumpy, it's sort of bouncy, and her arms are sort of flailing around a little bit, and so adds to that sense of new, of change, of difference. And so that adds to the story of Tony Blair and his family and what he represents as something new and different and probably unwelcome for the queen.
So, that's it, that's my analysis of the first 10 minutes or so of this film. If you're interested in a more detailed film technique analysis, I've just written a killer comparative based on Ransom & The Queen. In this, I show you film techniques that I pick out throughout watching the film, how to analyze them, and also then go on to show you how they are used in A-plus essays. I'm so confident that this study guide will be able to help you improve your understanding of both texts and get you towards that A+ for your SAC and exams.
If you're curious about what's inside the study guide and want to see if it's right for you, head on over and read a free sample to see it for yourself. I hope it gives you something to launch off. If you have any questions, feel free to leave them in the description box below. I have plenty of resources for you guys down there as well if you needed help for your SAC and exams and I'll catch you guys next time. Bye.
Historical Footage and Context
Based on historical events, The Queen is interspersed with real archive television footage leading to, and following Princess Diana’s death. Frears incorporates these clips to help provide viewers insight on the politics, media culture, and public reaction in 1997.
Princess Diana’s introduction through archival clips at the beginning of the film highlight her as a vulnerable individual at the mercy of oppressive and intrusive tabloid newspapers. The sweeping pan of paparazzi on the night of Diana’s death serves to emphasise the obsessive media, who at the time, were paid in excess of one million pounds for taking photos of her. Moments of her kissing on a boat are revealed to the world without any respect for her privacy. This archival footage helps viewers understand the distressing omnipresence of the media, and the turn of the public against the paparazzi and media following Diana’s death.
Likewise, Malouf uses parts of The Iliad as foundations for his novel. The original tale, written during the 8th century BC, explores in detail Achilles’ refusal to fight for his leader Agamemnon, Patroclus’ role in the war, and also the disputes between the gods as they argue over the fate of mortals. By offering a retrospective of this historical story, Malouf invites readers to better understand the Trojan War and Greek mythology, and the impact the gods had on Trojans and Greeks.
For more discussion on literary and cinematic techniques, have a look at my A Killer Comparative Guide: Ransom & The Queen. In this in-depth study guide, Angelina Xu (ATAR 99.6, 46 English study score) and I also break down 5 essay topics, providing you explanations on how to brainstorm and plan each of these essays, then convert these plans into A+ essays complete with annotations! I've dropped some sample essay topics below for you to try at home yourselves:
5. Essay Topics for Ransom and The Queen
"I told him he shouldn't change a thing." (The Queen) Compare how Ransom and The Queen explore resistance to change.
Compare the ways the two texts explore the efficacy of different leadership types.
Compare the ways the two texts explore the importance of storytelling.
'Wordless but not silent.’ (Ransom) Ransom and The Queen explore how silence can be louder than words.
"Uneasy lies the head that wears the crown.” (The Queen) “...the lighter role of being a man.” (Ransom). Compare how the two texts show the burden experienced by those in leadership positions.
Most assessments require you to write essays using formal language. In English writing, there are two main styles of writing – formal and informal. The primary purpose of formal language is to achieve sophistication and clarity. Although the difference between the two styles is relatively straightforward, we’ll point out some common examples to just to make sure that you don’t slip and make an unnecessary mistake. Consider these two examples:
Example 1 : We cordially invite you to the Year 12 formal.
Example 2 : Hey buddy! Wanna go to the dance?
It is clear that example 1 is formal while example 2 is informal. The vocabulary, tone, and syntax are all things that change depending on the style you wish to adopt. Informal language isn’t always a ‘taboo’ though. Creative pieces and persuasive pieces can be written informally, for example, if it is a personal diary or an advertisement respectively. If you’re unsure, the easiest way to separate the two is to question whether or not you would say the phrase in real-life conversations. If it’s a yes, then it’s most likely informal language. Below are some more specific examples of the differences between formal and informal writing:
Formal: Avoids using colloquial words/phrases
Informal: May use colloquial words/phrases
Formal: Avoids contractions (write out full words – was not, did not, had not etc.)
Informal: May use contractions (wasn’t, didn’t, hadn’t etc.)
Formal: Usually written in third person (Sharon, Ben, they, them etc.)
Informal: May use first (I, me etc.), second (he, she etc.) or third person (as above).
Formal: Specific words (such as, large, items, etc.)
Informal: Imprecise words (like, big, things, etc.)
Formal: Avoids cliches (many, etc.)
Informal: May use cliches (loads of, etc.)
Formal: Avoids addressing readers using second person pronouns (the readers, an individual, one’s etc.)
Informal: May address readers using second person pronouns (you, your, etc.)
Formal: Avoids using abbreviated words (write in full – photograph, television, etc.)
Informal: May use abbreviated words (photo, TV, etc.)
Informal: May use imperative voice (remember to…etc.)
Formal: May use passive voice (it has been noted that…etc.)
Informal: May use active voice (we note that…etc.)
Formal: May use longer and more complex sentences.
Informal: May use short and simple sentences.
When writing essays ensure that you stick to one or the other. Mixing the two ways of writing will negatively impact the readability of your essay, and also the assessor’s reflection of the writer.
Before you read this A+ essay by one of LSG's tutors, Risini, make sure you've read our Extinction blog post covering themes, characters, and more!
In a play that tackles issues ranging from conservation to human indulgence and morality it can be difficult to write a well-structured and detailed response to what usually seems like an existential topic (just like the one below). And not to mention the challenge of including all four characters in your essay without the stale character-based approach. So, below is an example of a high scoring essay with tips on how you can elevate the quality of your response to get those extra points!
In this essay, you'll see Risini has offered annotations throughout her essay to show you her thinking. If you find this helpful, then you might want to check out our Extinction: A Killer Text Guide where we cover 5 A+ sample essays (written by a 50 study scorer!) with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so you reach your English goals! Let's get started.
Rayson’s play is about our propensity as humans to make questionable decisions despite our moral convictions.
Introduction
Mankind’s ambition to improve and develop as human beings distinguishes themselves from their bestial, primal instincts (1). However, Hannie Rayson’s play Extinction, explores the complexities threaded throughout the human condition that propel individuals towards the ethically ambiguous (2). Rayson examines the the insecurities peppering the contemporary lifestyle, that threaten the integrity of our outward ideologies (3). Similarly, Rayson explores our indelible connection with nature that leads individuals to pursue baser impulses. Ultimately however, Rayson captures the strength of the human capacity to align our moral convictions with our judgements (4).
*Annotations
(1) This play tackles humanity and its flaws, so beginning with a broad, conceptual sentence is a good way to ease into discussion.
(2) Addressing topic.
(3) Agreeing with the topic.
(4) Challenging the topic. Indicating Rayson’s play isn’t only about questionable decision making, it is also about people’s ability to make the morally right decisions.
Paragraph 1
In spite of people’s outward conformity to their moral values, Rayson captures the power of human insecurities to compromise their values (5). It is the birth of moral dilemmas from such insecurities, that prompts questionable decision-making (6). Dixon-Brown, who exercises a pragmatic ideology as fortified by her Dixon-Brown Index and classifies the tiger quolls as “functionally extinct”, leaves her insecure and longing for meaningful connection and companionship (7). Indisputably, Harry Jewell’s charming exterior and sensitivity offers to fill Dixon-Brown’s emotional chasm, but also offers a moral dilemma for Dixon-Brown: to fill this chasm, or uphold her professional integrity. Dixon-Brown’s pursuit of “illicit professional compromise” with Harry, as a result of her moral dilemma, distorts her moral stance, now considering tiger quolls as simply “hard to find” and “shy”. Rayson (8) challenges the integrity of people’s moral values, demonstrating how one’s emotional hunger can outweigh even their own moral expectations. Like Dixon-Brown, Piper (9) values her relationships, yet is neither immune to hypocrisy. Championing the untiring philosophy that “all species are worth saving”, Piper recognises humanity’s moral responsibility to offer compassion to life beyond our own species. However, she is devastated by Beast’s (10) prognosis, lamenting “I am not ready”, despite having previously baulked at “Twinkie’s pacer” (11). Rayson undermines Piper’s outward altruism, challenging whether it merely cloaks a selfish desire to appease her own insecurities of losing her loved ones. Regardless of our moral convictions, Rayson explores the insecurities formed from our fears of loneliness that compel individuals to compromise their moral ideals.
*Annotations
(5) Notice how I discuss many themes in Extinction, beyond morality and decision-making. From understanding and reasoning with characters, I also explore companionship, belonging, isolation and hypocrisy. I avoid introducing character names in the topic sentence, as this can scream ‘character-based paragraph’ to the examiner.
(6) Immediately addressing views and values of writer. This is more interesting than the conventional approach of presenting evidence, exploring it then diving into values of the writer.
(7) Here, I try to bring Dixon-Brown to life by empathising with her. Compare this with: Dixon-Brown’s pragmatic exterior is undermined when she pursues a romantic affair with Harry Jewell. This sounds more like summary and comes off robotic and unemotional, neither does it add any dimension to her character.
(8) Using the author’s name when exploring views and values.
(9) It’s always nice to have a transition sentence between a new piece of evidence, especially in Extinction when a lot of the evidence is character-based.
(10) Use of minor characters.
(11) Minor characters again.
Paragraph 2
Rayson explores people’s inextricable connection with nature that undermines the purity of our ideology (12). In spite of Harry’s sentimental connection with nature that motivates him to pursue the Quoll Project, reminiscing of his childhood pet “Errol Flynn” and being a part of a family that made a “living off the land”, Rayson explores our darker ties to nature that leads individuals to make questionable decisions (13). Through the symbol of the birds of prey (14) in Harry and Piper’s camp, including the beautiful “barking owl”, Rayson alludes to how humans can too manipulate and prey to indulge their baser impulses, leaving aside morals (15). Beyond this, Rayson investigates the universal concept of mortality (16) that is shared by all life forms in nature. Confronting the shadow of mortality, Andy’s stoic façade and impenetrable ideology is undermined. He shares his stamp of impermanence with the injured tiger quoll with a “snapped spinal column”, and is likely able to empathise with it (17). Thus, his decision to euthanise the quoll may have been the inadvertent projection of his desire to end his own suffering. Through Piper, who challenges Andy for choosing the “most convenient option”, Rayson illuminates how our ties to nature can compromise our ethics and decisions, reaffirming our propensity towards moral contradictions.
*Annotations
(12) In a play concerned with the environment, I try to include people’s connection to nature and the environment when I can.
(13) Good to mention topic.
(14) Include the symbols of nature that Rayson weaves into the play and its meaning.
(15) Good to mention topic.
(16) Again, I try to discuss more themes apart from morality and decision-making by including mortality. In a play concerning endangered species and measuring the worth of life, try to discuss mortality whenever possible.
(17) Again, I think finding similarities between the lives of animals and humans is crucial in this play, rather than considering them as two separate entities.
Paragraph 3
Ultimately, Rayson captures how humanity’s moral convictions can in fact align with their decisions when decisions are founded through virtuous ideals. Despite oscillating moral values that threaten the balance of Andy and Piper’s relationship (18), their shared morality of compassion and sacrifice reunite them at the play’s denouement. Andy’s willingness to sacrifice their relationship in order to not “waste her life” and Piper’s refusal to leave Andy side despite a future that “just leads to sadness” illustrates the human capacity to reconcile their differences when their moral values align with their future ambition. Rayson echoes this capacity for reconciliation through the setting (19) of the animal shelter in the play; a setting representing preservation and hope. Although the play begins with a “wet and windy night” in the animal shelter, intensifying the arguing and frustration (20), Rayson closes with the “gleam” and “twitch” of the tiger quoll in the same setting. This realises humanity’s capability making moral decisions through their virtuous ideals; striving to preserve and protect one’s relationships and natural habitat. As well as the possibility of a live tiger quoll who offers hope for their natural environment, Andy and Piper, who believe in loyalty and resilience, offer hope in a world permeated by moral contradiction.
*Annotations
(18) I challenge the topic but still acknowledge my previous agreement with the topic.
(19) Use of metalanguage. Here I’ve explored a more natural setting, however Rayson often transitions between the city scape at Dixon-Brown’s apartment where the “noise of the city and peak-hour traffic rumbles below” and the natural landscape, “a wildlife rescue centre tucked away in the Cape Otway rainforest”. It can be effective to notice the contrast between the two and the events that occur in each setting.
(20) If analysing setting: Explore the effect of the setting on the mood of scene or characters. Then explore its significance to the views and values of the author.
Conclusion
Rayson’s (21) Extinction explores humankind’s moral frailty and gravitation towards the ethical when we focus too closely on ourselves. Rayson examines the insecurities woven throughout the human condition and our inextricable ties to nature that threaten our moral foundations, both prompting individuals to consider themselves over their relationships and duties to the environment. However, Rayson ultimately captures the resilience of mankind to unite despite their flaws, offering hope for the future of our environment and species.
*Annotations
(21) Finish with a reflection of the bigger picture and overarching values the author promotes or condemns.
At first glance, Extinction may just seem like a short story of a chaotic quartet, but there are so many hearty themes to unpack and discuss. After a few re-reads, you will discover some unique finds, and after a few essays, you will find overlaps and patterns in seemingly philosophical topics.
For more sample essay topics, head over here so you can start practising some of the tips you've learnt in this blog! You'll also find another essay topic breakdown where we show you a 50 study scorer's essay plan. Happy writing!
Although it appears on criteria sheets, many students never really understand the term metalanguage. Strangely, it is something that is rarely addressed in classrooms. While the word may be foreign to you, rest assured that metalanguage is not an entirely new concept you have to learn. How come? Because you have been unknowingly using metalanguage since the very beginning of high school.
It's a word that is more and more frequently thrown around as you get more advanced in high school. And, it's something that becomes tremendously important in your final year of high school, because the more you include metalanguage discussion in your essays, the more intricate your discussion becomes and the more unique it also becomes.
So, let's find out exactly what metalanguage is.
2. Definition of Metalanguage
Metalanguage is language that describes language.
So, instead of maybe using the word, "He was sad", we might say something like, "He felt sorrowful". The choice in words changes the meaning that is interpreted by the reader, just slightly, but there is still a difference. So, when it comes to studying texts or reading articles, and trying to analyze what the author is trying to do, we look at metalanguage as a way to help give us insight into the ideas that they're trying to portray.
The simplest way to explain this is to focus on part 3 of the English exam – Language Analysis. In Language Analysis, we look at the author’s writing and label particular phrases with persuasive techniques such as: symbolism, imagery or personification. Through our description of the way an author writes (via the words ‘symbolism’, ‘imagery’ or ‘personification’), we have effectively used language that describes language.
Now, if we look at the bigger picture, our analysis of an author’s language can be applied to Text Response, and even Reading and Comparing. To learn more about why metalanguage is important in Text Response, check out our Ultimate Guide to VCE Text Response. Otherwise, for those interested in Comparative, head over to our Ultimate Guide to VCE Comparative.
3. Examples of Metalanguage in VCE English
Novel
Tone
Narrator
Grammar and punctuation
Characterisation
Foreshadowing
For example
Achilles is characterised as a foetus, for his position is ‘chin down, shoulders hunched’ as though he is inside a womb. (Ransom, David Malouf)
In the first scene of All About Eve*, Mankiewicz foreshadows Eve's sinful and regretful actions, as a sorrowful expression is emphasized as she accepts her award
As you can see, the word 'foreshadows' pushes us in a new direction. Rather than just saying what has already happened or telling your teacher or examiner something that they already know, it forces you to actually analyze what's in front of you and to offer your own unique interpretation of why this metalanguage or why this technique has been used.
When Terry leaves Friendly’s bar, the thick fog symbolises his clouded moral judgement as he decides whether he should remain ‘D and D’, or become a ‘rat’. (On the Waterfront, Elia Kazan)
Play
Stage direction
Soliloquy
Monologue
Prop
Motifs
For example
The miniature set Zac creates is designed with a white backdrop, symbolising his desire to wipe away reality since he ‘can’t stand real things'. (Cosi, Louis Nowra)
In Medea, the motif of animals emphasizes the inhuman and bestial nature of Medea, highlighting how she defies natural norms.
This student has actually given us an analysis of why animal motifs are used. And that is to highlight how Medea defies natural norms, because of her inhuman and bestial nature.
4. Conclusion
As indicated earlier, you should be familiar with many, if not all the terms mentioned above. Take note that some metalanguage terms are specific to a writing form, such as camera angle for films. If you need help learning new terms, we have you covered - be sure to check out our metalanguage word banks for books and our metalanguage wordbank for films.
As you discuss themes or characters, you should try and weave metalanguage throughout your body paragraphs. The purpose of this criteria is to demonstrate your ability to understand how the author uses language to communicate his or her meaning. The key is to remember that the author’s words or phrases are always chosen with a particular intention – it is your job to investigate why the author has written a text in a particular way.
[Modified Video Transcription]
Hey guys, welcome back to Lisa's Study Guides. Today, I'm really excited to talk to you about metalanguage. Have you guys ever heard of metalanguage before? It's a word that is more and more frequently thrown around as you get more advanced in high school. And, it's something that becomes tremendously important in your final year of high school, because the more you include metalanguage discussion in your essays, the more intricate your discussion becomes and the more unique it also becomes. So, let's find out exactly what is metalanguage.
Simply put, metalanguage just means language that analyses language. When authors write anything, we make certain decisions when it comes to writing. So, instead of maybe using the word, "He was sad", we might say something like, "He felt sorrowful". The choice in words changes the meaning that is interpreted by the reader, just slightly, but there is still a difference. So, when it comes to studying texts or reading articles and trying to analyse what the author is trying to do, we look at metalanguage as a way to help give us insight into the ideas that they're trying to portray.
Metalanguage comes in really handy, especially if you're somebody who struggles with retelling the story - I have a video on how to avoid retelling the story, which you can watch. Metalanguage essentially takes you to the next level. It prevents you from just saying what happened, and forces you into actually looking at how the ideas and themes are developed by the author through the words that they choose to use. So, let's have a look at a couple of examples to give you a better idea. I'm going to show you two examples. One uses metalanguage and one doesn't, and you'll see how a massive difference in how the student understands the text is really clear.
Number one, foreshadowing.
In the first scene of All About Eve, Mankiewicz emphasizes Eve's sorrowful expression as she accepts her award.
Versus
In the first scene of All About Eve, Mankiewicz foreshadows Eve's sinful and regretful actions, as a sorrowful expression is emphasized as she accepts her award.
As you can see, as soon as we put in the word foreshadows, it pushes us in a new direction. Rather than just saying what has already happened or telling your teacher or examiner something that they already know, it forces you to actually analyse what's in front of you and to offer your own unique interpretation of why this metalanguage or why this technique has been used. So, in this case, it's foreshadowing. Let's have a look at another one, motif.
In Medea, Euripides commonly refers to animals when describing Medea's actions and temperament.
Versus
In Medea, the motif of animals emphasizes the inhuman and bestial nature of Medea, highlighting how she defies natural norms.
See how, in the first example, it was really just telling you what we might already know through just reading the book, but when it comes to the second example, this student has actually given us an analysis of why animal motifs are used. And that is to highlight how Medea defies natural norms, because of her inhuman and bestial nature.
So, those are some examples of metalanguage. There are so many more different types of metalanguage out there...
For a detailed guide on Language Analysis, what you're expected to cover, how to prepare for your SAC and Exam and more, check out our Ultimate Guide to VCE Language Analysis.
[Modified Video Transcription]
Today we're going to go through the 2019 past VCAA English Exam (grab a copy of the exam here so you can analyse with me). As you probably know, if you've watched my videos before, you always want to make sure you read the background information when it comes to Analysing Argument.
I'm going to use Analysing Argument and Language Analysis interchangeably by the way, but I'm talking about the same thing okay?
Background Information
The background information is pretty important because it gives you context for what is happening in this article. Without reading the background information, you might just head in there and possibly even come up with an entirely different context altogether, which might screw over your actual analysis and the author's intention. So, never skip the background information. Make sure that you read it and also pick out the gems that you find in it.
What I've always found is background information is great for picking keywords - words I might want to use throughout my own Language Analysis. It also has really good details about the article. In this case, you can see that there's a member of the public who has responded, which tells us a little bit about the author; it's a 'response' as well, so there's going to be two articles; it's an advertorial - an advertorial is a paid advertisement that looks like an article (I'll use the word advertorial as I'm describing the article in my introduction), and, I also know where it's been published. This is already really good information for you to start using in your introduction.
Finding Your Own Interpretation
Let's move into the analysis itself. By the way, this is my first time doing this analysis, so we're doing it together. What you'll find is that I come up with particular interpretations that you might not have come up with. I might miss something, you might miss something, and what you'll find is my interpretation is not the only interpretation out there. If you come up with something else, it's totally fine for you to go ahead and analyse it, as long as you can back it up. This is what English is all about, so don't stress if I haven't matched up with you in exactly what I'm saying. You can also use my interpretation as a double interpretation. So, what you could do is go into your essay, write your interpretation and if mine compounds on top of yours pretty well, if it's a great addition to what you're saying, add it in and bam! You're showing your examiner that, you're somebody who can look at one particular technique from several different perspectives and that's kind of cool.
Moving on to the Analysis
So, 'A Better, Faster Shopping Experience'. From what I can already see here is there's this sense of convenience already being brought up. Now, at this point in time, I don't know what the point of that convenience is, but I know for me as a shopper, if I can get something for a better experience and I can get it done faster, then hells yeah, I am all for that. Think about yourself in the reader's shoes, after all, you really are the reader reading this article. Think about how it's starting to impact you.
I've done a video about the TEE rule previously that goes through Technique, Example and the intended Effect on the audience. Make sure you're familiar with that because I will use a lot of that in today's analysis.
'An open letter to our valued customers. As you know, Hailey's Local Store is not your average grocery store.'
Interesting. The 'As you know' is pretty familiar. It's this familiarity that this person is sharing with us (the author's name is Hailey, so I'll just say Hailey). She says 'As you know, Hailey's Local Store is not your average grocery store' and repeating that familiar 'As you know' reminds the audience - us - of our long-term relationship with the store. So, in a sense, she's drawing upon our good will and our trust in the local shop, which creates this differentiation between herself (as somebody who's more proactive and customer-centric) and your bigger grocery stores.
'We're a little bit different - we always put our customers first.'
At this point, we start to feel valued. We know that we are her priority. Her priority isn't about profits, which a lot of stores are about, it's about the people, and as a result, we're more inclined to look at her in a favourable way.
'We offer lots of healthy meals, many specials, locally source food and, as you know, we abolished plastic carry bags four years ago - long before the big stores.'
This whole sentence is pretty good because it shows us that she is somebody who is forward-thinking and she has actually carried through with her claim that she puts her customer first. We know that because she follows it up with:
'Why did we do those things? Because you told us that was what you wanted and needed.'
She's got historical proof of putting customers first, which again, serves to build this rapport and relationship between Hailey and us as her customers.
If I look at the first paragraph as a whole, I see that she's building this up, she's setting this up in a particular way and whatever direction she's going to head in next, we're more inclined to follow her, to believe in her and to support her because she's shown us that she has supported us first. She's helped us out, so why can't we help her out? Again, I haven't read the rest of this article yet so these are just the thoughts that are going through my mind as I'm reading this first paragraph - just to give you a little bit of insight into my brain.
In this first paragraph, I can see that she's using a pretty welcoming and warm tone. If you have a look at the photograph that's been placed at the top of this article - and remember that with particular images they're strategically placed, so if it's placed at the start of the article versus at the end, think about how that impacts your perception of the photograph - for me, the first thing I see when I look at this article is the photo and I see a smiling happy owner. As you can see, the first paragraph serves to back up this photograph as well, with what she's talking about in terms of prioritising customers and valuing customers. You can also see products behind her, which look fresh and full and her shelves are full, so in that sense, it furthers this impression of the local and grounded nature of the store. It feels homey and this invites that comfort and trust from us.
Then, as we move into our second paragraph, I'm seeing a lot of exclamation marks, which gives me the sense of this upbeat, exciting environment, or even tone you could say. I think she's doing this because she wants us to jump on board with cashless payments as well, and to not see them as something that's a burden for us. She ties the advantages of cashless payments directly to the customer’s experience of the store by frequently repeating personal terms, such as 'you' and 'your' throughout these first couple of paragraphs. By the way, I'm not going to write down all the language analysis, because I think there's just not enough space, but me chatting about it with you is good enough. Let's move onto the next paragraph.
'you won't need to go rummaging through your bags for coins. You won't ever have to worry that you don't have the cash to cover your essential food supplies - your card will ensure that you do'.
Not only is she highlighting the advantage. Here, she's arguing for the advantages of cashless payments by showing you the inconveniences of having cash in phrases like 'you won't need to' and 'you won't ever have to'. I also like the phrase 'rummaging through your bags for coins'. It gives this sense of how cumbersome the nature of physical money is in comparison to cashless payments.
In the next paragraph, she highlights cashless payments with the words 'Simple!' which reiterates her point (from the previous paragraph) about how cumbersome coins can be. She finishes off this paragraph with a 'Welcome to the twenty-first century.', so there's this sense of being forward in her decisions and that we should be as well - because nobody wants to be left behind in history. A lot of us like to think of ourselves as people who are open-minded, open to change and will take up things that are better for us, things that are more convenient for us.
So, she's saying that this is it for twenty-first century, join us over here rather than way back when, when we had to use coins. She also highlights 'mobile phone[s]', 'smart watch', 'smart ring' - many things that a lot of people have and this just compounds that idea of, 'yeah, this is a no brainer' essentially. Why shouldn't you move to cashless payments if you're already immersed in this tech world of having mobile phones, smart watches, smart rings, etc.?
She moves into talking about the wider economic context of Australia in this next paragraph. That sense of time I was talking about, comparing the now - the twenty-first century - with a decade ago, you can see that link right here. It's very obvious now. She creates a strong impression of societal inevitability of this technological change, especially because she cites statistics - '70 per cent of household spending was in cash; now it's half of that.' I can see in the next paragraph that she uses expert opinion as well - the 'Governor of the Reserve Bank of Australia'. This all connects to this main phrase that we are in a ‘turning point’ now, that cash will be rapidly phased out until we become a cashless society and we should join her; we should make moves on this otherwise we're going to get left behind.
I like that she's bringing in Australia because it also brings in this additional sense of pride on our behalf. We're Australians, we're proud that we've been one of the biggest users of electronic payments in the world, we're the ones who are making waves, we're the ones who are putting our feet forward first. So, you could talk about appeal to patriotism here as well. It's interesting because here she says that she's a leader, or
'We've always tried to be a leader in our community and respond to our customer's needs.'
What do you think when you think of a leader? Typically for me, I admire leaders. They're somebody I look up to and I want to follow in their footsteps essentially. So by positioning herself as a leader, I think that's pretty interesting because she's telling us, ‘Hey, I've done all this thinking, I have initiative, I am forward-thinking, so come with me, join with me on this cashless payments movement.’
'you'll breeze through a check-out'
I like the word 'breeze through', or just 'breeze' because it connects again, back to this idea of convenience with a faster shopping experience, and it is juxtaposed against that cumbersomeness of 'rummaging through...bags for coins'. Something to think about is: as you analyse an article, you don't just have to analyse it chronologically or talk about it chronologically in your essay either. If you see things that connect later on, connect them in your essay and put them together, because what you're showing your examiner is that you can see not just the minor details - i.e. language techniques in each sentence - but you can actually zoom out and see the overall picture, how the arguments are coming together and how she's structuring her piece so that we walk away with a certain perspective. Think about that in a two-step method. There's the zoom in where we're looking at sentence by sentence and what techniques are there, which is basically what we've been doing, but at the same time, you can zoom out and have a look at how the different techniques all come together and work as a whole. If this is something that you're not too comfortable with just yet, just stick with the chronological order and working through the sort of minor details. And then on your next read, you can read through with the focus of, 'okay, what if I was to look at this from a more holistic perspective?'
Ahh! I didn't even look ahead enough, there are more words and more phrases that connect to the idea of convenience and ease. It’s 'faster', ‘will save you time', 'safer' as well?! There's a new appeal. It's not necessarily new, it's just a different angle you could come from. If you wanted to talk about the sense of security, that appeal to safety, then you could do that as well.
'it means not having to spend hours sorting, storing and securing cash'
So, more cumbersome notions. And then in comparison,
'more time', 'We understand the concerns a minority of our customers may have.'
I love when they do this, acknowledging the opposition essentially is what she's doing. She's saying, ‘yup, like, I can hear you, not all customers want this. Some of you don't.’ And my assumption is that she's going to back it up with her own rebuttal. This not only pulls along the people who are already supportive of her, but she's also trying to pull along those who are a little bit more sceptical of this idea of cashless payments. So let's see, she says,
'What if you prefer cash, don't feel comfortable using credit or debit cards, or don't have a mobile phone or smart watch? We don't want to leave anyone out. For the next three months we will offer cashless payments, but still accept cash to people to give people time to adjust.'
It's interesting because she is again, building up this position of hers, where she is friendly, she is helpful, she is thoughtful and she cares about her community. Something you could also say, and this is if you're looking at things more pessimistically, is that she's doing this more so for herself. By saying that these people have three months, there's this unspoken pressure that's happening as well. She's putting pressure on the minority and emphasising the supposed inevitability of a cash-free shopping experience. Even by just saying 'minority' that's in a way applying pressure as well, because it's saying that you are part of this smaller group, the smaller group of people who won't come with us or have not yet come with us, so join us. There's a very clear expectation that these customers need to adapt and catch up.
Want to see these ideas and annotations turned into a full A+ essay?
If you want more, I have also got a fully written up 2019 essay based on the articles that we're analysing today in my How To Write A Killer Language Analysis study guide. In that study guide, not only do I have the essay for 2019, I also have afully written up essay for the 2017 & 2020 VCAA English Exams, and we're always working on adding ones from future years as well. Plus, there's heaps of sample A-plus essays in there already and heaps of information that I think will be super helpful for you before you move into your SAC. So please, go ahead and check that out! It's loaded with value and I know it'll be worth your money.
We’ve explored creative writing criteria, literary elements and how to replicate the text over on ourThe Ultimate Guide to VCE Creative Writing blog post. If you need a quick refresher or you’re new to creative writing, I highly recommend checking it out!
There are two types of people in this world… those who love creative writing, and those who don’t. But no matter which one you are, never fear, your saviour is here (in the form of this simple guide to writing creatively – whether it’s for school, for a writing competition or just for fun)!
What Are the Five Steps?
Do a brain dump of your ideas!
Stay true to yourself
Start small - keep it simple
Don't be afraid to add "spice"
Read your writing out loud
STEP 1: Do a brain dump of your ideas!
You’ll often find that your brain is buzzing with possible storylines or scenarios; you’ll feel so overwhelmed trying to pick just one! Or maybe, you’re experiencing “writer’s block”, a mind blank. My tip for this is to set a five-minute timer, get a blank sheet of paper and scribble down everything that comes to your mind! You’ll be surprised at how imaginative your mind can be under pressure! When the timer goes off, take a break and then read through each idea individually before choosing one to develop. This way you’ll be able to clearly see all your thoughts, and maybe even be able to link multiple ideas into a more detailed story!
STEP 2: Stay true to yourself
Creative writing is so different to other text types because it gives you the freedom to choose what you're writing about, and how you're going to do it! So, take advantage of this and write from the heart – don’t try to be someone you’re not. Let your personality shine through your writing. It's usually the stories that have some kind of personal backstory, or are based on a real-life experience that are the most enjoyable to read!
STEP 3: Start small - keep it simple
No one expects you to write a New York Times best seller novel in your first attempt! Even the most talented authors began with a dot point plan or a simple paragraph based on their idea. From my experience, the absolute hardest thing to do is actually get started. Keeping it simple and focusing on getting your ideas down on the page is the easiest way to overcome this hurdle. You can worry about the language and descriptions later, once you have a basic first draft, editing and developing is so much easier!
Want to also know the 11 mistakes high school students tend to make in creative writing? Check out this
STEP 4: Don't be afraid to add "spice"
Now it's time for my favourite part; adding the flavour! This is what will make your writing stand out from the crowd! Take some risks, don’t be afraid to rewrite parts of your piece or use language techniques that are out of your comfort zone!
Here are a few of my favourite features to use when creative writing:
Flashbacks/ Foreshadowing (these are good tools to subtly suggest a character’s backstory and add some mystery – especially if you use third-person language to make it more cryptic)
E.g. As he entered the quadrangle for the first time since the accident, a wave of nostalgia hit Jack… The boy chuckled as the girl ran across the quadrangle to meet him, her cheeks rosy from the frosty air. The pale orange sky was transforming into a deep violet and the new-formed shadows cast dancing silhouettes on the young couple. The boy took the girl’s hand, making a silent promise to himself to protect her smile forever. A promise he would fail to keep…
Personification (giving inanimate objects some life to spice up your descriptions!)
E.g. Her favourite oak tree stood proudly in the middle of the park, arms outstretched, waving to those that passed by.
Oxymoron (contradictory words or groups of words)
E.g. Deafening silence, blinding darkness, cold fire
If you want to enhance your language or use different adjectives to what you normally use, https://www.thesaurus.com/ is your best friend! 😉
If you're stuck on how to develop your descriptions and make them more vivid, I suggest relating back to the five senses. Ask yourself, what can the character see? What can they smell? What does the setting they're in sound like?
E.g. He was paralysed in front of the caskets… the cotton wrapped, caterpillar-like bodies, the oppressive silence of the parlour made him feel sick. And the overpowering stench of disinfectant mixed with already-wilting flowers certainly didn’t help.
STEP 5: Read your writing out loud
It can be awkward at first, but have some fun with it! Put on an accent, pretend you're a narrator, and read your writing. It really helps you to gauge the flow of the piece, and also identify things you might need to change. Or even better, read your writing to a friend or family member - ask them how they feel and what their initial thoughts are after hearing your piece.
Either way, reflection is one of the best ways to improve your writing and get it to the next level.
That’s all there is to it folks! Follow this simple recipe and you’ll be cooking up a creative-writing storm! Good luck! 😊
Want more tips on how you can achieve an A+ in creative writing? Read this blog post.
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