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SWOT 2012
VCE English
CONTENTS
Lecture 1 Pavitra Raja Language Analysis Lecture 2 Kristina Bonfiglio Text Response Lecture 3 Vellyna Sumarno Writing in Context Page 3
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SWOT 2012 -
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The Audience of the piece who is the Author targeting in the text itself? Who are the typical audience of the form of the piece? The Purpose of the piece what is the Author attempting to achieve? What does the Author want us to take away from reading the piece?
Note that Contention and Purpose are different things. Contention refers to the Authors argument. Purpose refers to the Authors aims in writing the piece.
Example Introduction
Voxis internet blog entitled Keyed In highlights the importance of technology and its increasing impact on societys future progression. Whilst targeting those who live in the boundaries of darkness and ignorance; who she later refers to as losers, Voxi inherently suggests that t heir hesitance inhibits societys move towards a faster and more efficient future.
Your Conclusion is your opportunity to bring everything that you have talked about over the course of the essay together and make a clear and concise statement about the text itself. You may wish to relate the language devices used back to the real world situation that the text is based on to emphasise a point you are trying to make. Dont judge the effectiveness of the language devices and their ability to support and reinforce the authors contention and purpose. Dont introduce new material.
Example Conclusion
Voxis blog entry highlights the role that technology has in everyday life. Rather than impedance, Voxi stresses the importance of acceptance in order that further progression can be made. Whilst older generations may express concerns in regards to their privacy and the advancement of artificial intelligence, Voxi ultimately suggests that it is these individuals who inhibit future progress. For Voxi, the allure of experiencing the future now is one that should be enticing to the progression of the individual. Those who remain concerned are those she believes deserve to remain isolated from the new 22nd century of optimism that fast approaches.
Paragraph Structure
Each paragraph should focus on three central things: 1) The identification of the language device (you can name it); 2) The provision of examples of the language device (in quotation form or, if it is the visual, a short description will suffice); and, 3) An explanation as to the effect of that language device on the reader. When we talk about the effect of a language device, what we mean is the way that the reader may be persuaded towards a particular perspective or point of view. For example, the use of Inclusive Language persuades the reader to either assert that they have the same opinion as the author, and that the author appears to elicit it as the right opinion, and / or that their opinion is the same as others, and as such, appeals to our desire to feel belonging with others. Contrastingly, it can be said that the use of Inclusive Language has the power to exclude those who dont agree with a particular idea or concept, and may make them feel inferior or that their opinion is simply wrong.
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Language Device
Dont make assumptions about the effect a language device can have on a reader. Even if the idea appears extremely obvious to you, it is your job to ensure that you convey that same obviousness to your assessor. Getting into a habit of explaining each of the language devices used and their intended effects on the reader helps to ensure clarity and consistency in your writing from the very beginning.
Language Devices
The following is a list of Language Devices that you may encounter in the process of reading and writing your language analysis. The table is split into three columns the name of the device, a definition of the device and a column for you to add potential effects on the reader. This is an extremely worthwhile activity to complete and will help you to cement your knowledge of language devices in time for your exam. After you have completed it, make a photocopy of it and pin it up somewhere that you can read it regularly. REMEMBER: It is NOT enough to simply state the Language Device and provide examples from the text. You must be able to explain the effect the Language Device has on the reader. Language Device Alienation Definition A process of isolation and separation from others, sometimes those who are of differing opinion or belief to you The use of the same consonant (or vowel) at the beginning of each word The similarity between two objects or things that share similar characteristics A personal story or sharing of experience Effects of the device on the Reader
Alliteration
Analogy
Anecdote
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SWOT 2012 Colloquialisms Phrases that are typically used in informal conversation, such as mate, cobber, and chief. The act of belittling someone else; making them (and their thoughts/opinions) appear insignificant compared to another, more acceptable version Language that conveys the authors feelings Information provided by a reputable, often scholarly source. To make something larger, more important or of greater value than is true Language that positions the reader in agreement with the Author
A figure of speech where a word or phrase is applied to something that it is not directly related to. (i.e. Something is something else) e.g. He is a lion in battle.
VCE English
Denigration
Hyperbole (Exaggeration)
Inclusive Language
Metaphor
Onomatopoeia
Repetition
Satire
Simile
Sophisticated Language
Words that imitate a sound of a noise or action, such as BANG! BOOM! Quack, Moooo, Woof! One word (or pairs of words, or phrases) consecutively used more than once Speech or questions that have an answer already implied Any language used to show irony or mocking of an idea, person or abstract concept The use of ridicule, irony for the purpose of discussing a topical issue in a negative way A figure of speech that recognises a resemblance of one object with another. Unlike Metaphor, sentences with Similes in them often use in discourse such as Im as tired as an old man Hungry as an elephant As cute as a button Language that reflects an understanding of the complexity of the topic being discussed
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SWOT 2012 Statistics Information that is based on gathered facts that is legally usable because it has been obtained through ethical means The overall mood/feeling of the piece and the way that language is reflected as a result of this Something that requires speedy and sometimes immediate action
VCE English
Tone
Urgency
(Sourced from: Beardwood R., (2006) Literature for Senior Students, Insight Publications, Australia, p. 104)
Dont just use these words. Look them up in your dictionary and learn them so that they become a normal part of your work. By doing so, you are giving yourself new and more meaningful ways of explaining complex concepts and ideas, without losing the intricacy of their original meaning.
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However, if you feel more comfortable in having the graphic as its own paragraph, try relating it back to the author of the other texts contention and purpose. The following is an example of part of a successful response from the 2010 Examiners Report: The image summarizing the presentation enhances the ideal of humanities responsibility and impact upon biodiversity through depicting the globe resting in our hands. This image creates the sensation that we control the well-being and future of the world inspiring an overwhelming sense of responsibility. (VCAA, 2011, p.9) As a general rule, consider the following when discussing the graphic: Form What is the graphics form? Is it a photograph, cartoon, clip art or drawing? Make sure that you mention this in your response. Author Who drew / photographed / made the graphic? In cartoons, this may be found in the bottom left-hand corner or the right-hand corner. In photographs, especially those taken and used by the author of the article, will state something similar to Source: Jo Dinkum Photography, 2010. In this situation, Jo Dinkum Photography is the author. State this in your piece, or if the information is not there, state that the creator / photographer is unknown. Contention What is the author / creator / photographer trying to say? What is he / she arguing for / against? Most importantly, is what the author argue for / against the same as the contention of the author? If so, how? How does the information we receive from the graphic build on the existing argument of the author of the article? If you can, try to find points that are similar in both the article and in the graphic, or that are different in both the article and graphic and comment about these and the effect that it has on the reader. Audience Is there a specific audience that the author / creator / photographer trying to reach with this graphic? Is it the same as the articles target audience? Does the graphic somehow align the audience with the articles audience? Or does it polarise1 it? Purpose What is the author / creator / photographer trying to achieve? What is the message that he / she wants the audience to take away from this graphic?
Polarise force the audience to move against what the author of the article is arguing for.
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In his cartoon, Knight argues that despite the election of a new Minister of Transport in Martin Pakula, the public transport system is heading into chaos. The train is heading towards a dark and looming tunnel, which literally emphasises the dark and unknown times that the system is about to head into. The bleak humour of this image draws the reader in; at the same time, the bleakness of the image disaffirms their confidence in the public transport system.. The skeletons and the faceless eyes suggest that problems, just like the floating skeleton in the foreground, are going to haunt the Pakula and his portfolio, evoking a sense of apprehension within the reader as to the state of the public transport system. This is further affirmed with the tunnel increasingly looking like a horror roller coaster ride how, complete with a skeleton holding a machete. Pakula is drawn as looking very distressed, highlighting that even the head of the entire sector who is presumed to promote and successfully fix problems within the public transportation system such as myki - has qualms about it. It raises alarm and also generates anxiety within the reader. Furthermore, Pakula sarcastically describes his new role as a wonderful promotion, implying that it is a difficult position that is riddled with problems, which gives further implications that the public transport sector is in anarchy worrying the reader and raising their doubts over the reliability of the system. Finally, the little pig in the bottom left hand corner suggests to Pakula that he fasten (his) seatbelt indicating that the ride as transport minister is riddled with problems. By extension, it anticipates the reader? of the problems within the sector and evokes dread and anxiety of the public transport system.
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streets and waterways and its ability to destroy sea life. Dont skim over it and forget about it when your reading time is over. You may find it difficult to write on the text, especially when the context is not immediately clear to you. The background information is free information use it to your advantage.
Read the background information before and after you have read the text that you are to analyse. The background information provides important insights on many aspects of the text itself. Often, the background information will tell you: - Something about the author - The type of text it is. Remember that this may not be explicit, but may say something similar to this article appeared in The Age in 2009... or the following is a summary of a lecture presented to ... In both of these cases, the type of text becomes clear a newspaper article, and a presentation, respectively. - Where the article appeared (the date) - Background information about the content of the article - An explanation of any key themes or ideas that may otherwise be unclear
Remember to make insightful and valuable comments about the visual / image that comes with the text. Link these comments back to the written text and explore the connection between the two and how the two relate to one another and add to the existing persuasiveness of the text. Check and re-check your spelling and grammar, preferably as-you-go. Remember, this is an English Exam you will be penalised for sloppy English.
Dont mention the visual in passing. It is put there for a purpose spend some time considering why and its effect on the reader.
Dont use the ampersand (&) or + instead of and. Dont use / in replace of or Dont abbreviate words unless they have already been mentioned in full followed by the abbreviation in brackets e.g. United States of America (USA) Dont copy definitions from your dictionary into your work. Your dictionary is a tool that you can use to help make your own definitions of words and complex phrases. Examiners want to see what you know, not what your dictionary knows. Avoid pencil as it smudges and your work becomes unreadable. Whilst handwriting is not assessed, it must be legible in order for it to be marked. Examiners spend huge amounts of time marking papers; it simply is not possible for them to spend a lot of time decoding the smudge. Dont spend more than 5-10 additional minutes on the task. Any more time begins to eat away at the time you have for your other tasks to be completed. Likewise, dont finish early and go to the next section (or worse, leave the exam altogether). If you feel you have done everything you can possibly do, go through your spelling and
Bring in a dictionary. You may not ever use it, but it is there for you should you need to check the meaning (or spelling) of a word.
Use a blue or black pen. Whilst its not compulsory, you may wish to double space your work. This makes it very easy to correct, and also leaves room for you to change your own work if you make a mistake.
Keep to the allocated 1 hour. Going overtime means that your ability to complete the other two aspects of the task is severely diminished, and likewise if you do the other tasks first. It is important not to disadvantage yourself by not giving yourself every opportunity to do as well as you can in this exam.
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Whilst not being the sole solution, keeping to the time limit is an important step in your achievement. Read the text in your 15mins allocated reading time, and begin to make mental notes as to what language devices you can see, and the way that they affect the reader.
VCE English
grammar. It is well heard of that people who are under pressure will often make small mistakes that can easily be fixed at the end. Dont waste your reading time it is your opportunity to brainstorm ideas, and calm and prepare yourself into writing the exam.
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supported piece of writing using adequate language and expression. Shows limited understanding of how language is used and little awareness of the context presented. Presents a piece of writing with little organisation and basic language and expression. Shows limited knowledge of how language is used in the construction of written and visual texts. Demonstrates basic expression and language control. Shows very limited knowledge of how language is used. Demonstrates some expression and language control. Shows no understanding of the requirements of the task.
VCE English
1-2
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Ladies and Gentlemen, This is a year of vital significance to our world. In declaring 2010 to be the International Year of Biodiversity, the United Nations stated: It is a celebration of life on earth and of the value of biodiversity in our lives. The world is invited to take action in 2010 to safeguard the variety of life on earth: biodiversity. Has this been a year of celebration of life on earth? Has this, in fact, been a year of action? Eight years ago in April 2002 many of our countries made a commitment to achieve a significant reduction in the rate of biodiversity loss. Over the next two days we will be reviewing our progress in this area. Honestly, how well have we done? It is with great pleasure though not without a tinge of sadness that I address you on this occasion and work with you to re-establish, indeed to strengthen, our goals for the next decade. One may justly ask: how far have we really come in our commitment to achieve a significant reduction in the rate of biodiversity loss as a contribution to poverty alleviation and to ensure the preservation of life on earth? For, perhaps idealistically, this is exactly what we set out to do. Sadly, over the last one hundred years, we have lost 35% of mangroves, 40% of forests and 50% of wetlands. Due to our own thoughtless human actions, species are being lost at a rate that is estimated to be up to 100 times the natural rate of extinction. Of the IUCN (International Union for Conservation of Nature) Red List of 44 837 species assessed, 38% are today threatened and 804 already extinct. It is too late for them. In truth, for the first time since the dinosaurs disappeared, animals and plants are being driven towards extinction faster than new species can evolve. We are in the grip of a species extinction being driven by the destruction of natural habitats, hunting, the spread of alien predators, disease and climate change. Reversing this negative trend is not only possible, but essential to human wellbeing. We know this. We are, in truth, the most educated generation of any to date. We have no excuse for inaction. Clearly it is our lack of unity and lack of genuine commitment to action that have led us to this grim situation.
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For too long our approach has been haphazard. Wonderful words, glossy brochures, inspiring documentaries are no substitute for real action. It is one thing to mouth platitudes in the comfort of an air-conditioned and sumptuously catered conference hall and quite another to produce concrete results. A zoo here, a national park there, faint promises at conferences such as ours, a talk-fest of targets. What have WE what have YOU and YOUR country actually done since 2002 to contribute to the achievement of our goals? There is no need to remind you why biological diversity is so important. As we all well know, our failure to conserve and use biological diversity in a sustainable manner is resulting in environmental degradation, new and more rampant illnesses, deepening poverty and a continuing pattern of inequitable and untenable growth on a global scale. Healthy ecosystems are vital to regulating the global climate. Poor rural communities depend on biodiversity for health and nutrition, for crop development, and as a safety net when faced with climate variability and natural disasters. Indeed, the poor are particularly vulnerable because they are directly dependent on biodiversity for their very survival, yet they are not in a position to do anything about it. Species diversity affects the quantity and quality of human food supply. Biodiversity loss undermines the food security, nutrition and health of the rural poor and even increases their vulnerability. More than 1.1 billion people remain in extreme poverty and, while the wellbeing of all people is dependent on ecosystem services, it is the dependence of the poor on these services which is most crucial. Poverty eradication is crucial to a global action plan, yet the needs of the poor are often subordinated to the interests of us, the powerful economic giants. It is time we stopped kidding ourselves that the epidemic of affluenza is having little effect upon fragile ecosystems across our planet. We affluent hunters and gatherers must hunt less, gather less, conserve more and preserve more before it is too late! Is any of this new information? Of course not! As leaders in the area of biodiversity, we know what damage our lifestyle is doing to our world. The time for talk is over: now, truly, is the time for serious action. We must reinforce this message to those in power: to the politicians, to the corporate leaders, even to the everyday householder. I leave you with the words of the ecologist Thomas Eisner: Biodiversity is the greatest treasure we have . . . Its diminishment is to be prevented at all costs. Thank you.
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Mid-Level Response2
In 2010, a conference was held introducing International Biodiversity year, focusing on the needs of biodiversity in the world today. Through this presentation, the writer uses many language uses to get their point across to the audience. An informative and serious tone is used throughout the presentation to help have an effect on readers. When first drawn to this speech, readers are automatically driven to focus on the visual images provided. One image has a globe sitting in someones hands. This would indicate to readers what this speech is about and that the message that the image is giving is that the world is in your hands. This would have a great affect on readers as they would feel responsible and needed to help in the world. The quote by Thomas Eisner that is given under the image is also significant. By referring to biodiversity as a treasure, readers are made to think that biodiversity is rare, that it cannot be replaced and that it must be taken care of. Readers would also be impacted that biodiversitys diminishment is to be prevented at all costs, as it would appear that nothing should stand in the way, which highlights the importance to readers. The other image given has a much lighter affect on readers. 2010 is imprinted with images to tell readers what makes up biodiversity. With these images printed over 2010, readers would presume that something to do with biodiversity is going to be done over this year. The tone of the writer is given in the first few words of their speech. By introducing the speech with ladies and gentlemen. This gives a serious and professional tone to readers. This serious and professional tone is used consistently throughout the speech, which confirms and reassures readers of the seriousness of the topic, vital significance to our world. By using the words vital significance tells readers that this speech is important . Giving facts and figures also tells readers the seriousness of the matter as when given facts, they can really believe what is being said is true, instead of just listening to and opinion, 38% are today threatened and 804 already extinct. By finishing this figure with it is too late for them tells readers that something should have been done before now, but because nothing was done, and the species could not help themselves, it is too late. By highlighting that a commitment was made to reduce the role of biodiversity loss eight years ago, tells readers that over eight years nothing significant has been done. It also asks readers to ask themselves, how long will it take until something is done? Because this issue has been going on for so long, the writer uses a sarcastic tone in presuming that everyone should know this by now, Is any of this new information? Of course not! The writers sarcasm is also shown answering his own question as though he knows what his audiences answer will be. This use of sarcasm is used again in this speech. This time it is used to emphasise the stupidity of how the problem of biodiversity is being take, Wonderful words, glossy brochures, inspiring documentaries are no substitute for real action. This puts readers into realisation that these things may inform people of the problems associated with biodiversity, but it does not make them solve the issue. The writer of this speech successfully connects with their audience as they often include them in the issue by using words like we, you and our. This is emphasised in the speech by using capital letters, what have WE what YOU and Your country. This helps readers feel involved with this current issue and causes them to feel some responsibility. This importance of biodiversity is assured throughout the article as the writer uses words like critical, significance and vital. This assures readers of the importance of biodiversity in the world. Another language use that is used many times through the speech is the use of
Responses taken from the 2010 VCAA Assessment Report, and has not been checked for Spelling and Grammatical Accuracy.
2
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rhetorical questions. Honestly, how well have we done? This causes readers to ask themselves the question with an obvious answer. The use of the word honestly is significant as it tells readers to not just put in behind them or to think what everyone else thinks but to really truthfully give an honest answer. Through the many uses of language, tone and effectiveness on the reader, the writer successfully convinces the audience of the seriousness and the desperate need of action on the issue of biodiversity today. This also causes readers to wonder how long it will be until it becomes to late for them. Assessor Comments: Understanding of the context in which Lees presentation is made. Thorough exploration of the second visual with some thoughtful ideas. Shows the implications of language use (see paragraph 2 in particular). Quite general at times in relation to how language is being used and somewhat simplistic in places in its understanding of the argument. Too formulaic in approach. Handles the tone and the shifting tone well. Uneven expression with a number of spelling and grammatical errors.
High-Level Response3
A speaker Chris Lee at the 2010 international Biodiversity Conference speaks with conviction to his audience, attendees involved in the area of nature conservation, contending that action must be taken to safeguard the variety of life, or, biodiversity. At times an accusatory and disapproving tone is adopted, however alternates with an alarmist tone, the two complementing each other and utilised to successfully persuade the speakers powerful and influential audience to take action to preserve biodiversity. The use of a visual aid in the form of a slide presentation assists the speaker, presenting the argument through a different medium. Lee begins by introducing his contention, an issue of vital significance. Immediately, the audience is drawn in by the warning carried in his words. This alarmist tone is further continued, Lee speaking of what has been lost in the past tense, implying that the problem is already here, and the effects are evident. Sadly, hundreds of species are already extinct the speaker taking on a more nostalgic tone full of longing for what has been lost. The International Union for Conversation of Nature has assessed the negative trend and situation, the organisation adding credibility to Lees words and argument that more must be done to safeguard biodiversity. The short, blunt statement, It is too late for them, the extinct species, once again raises alarm in the audience members, and also implies that it is perhaps not too late for others action can still be taken to project others. The alarmist tone transforms into an attack on the audience, not in a vicious way so as not to offend the audience, but instead urges them to want to take action. Lee contends that it is due to our thoughtless human actions that species are suffering, the destruction of natural habitats, hunting, and the list continues. As it is our fault that biodiversity is diminishing , the speaker declares that it should be us who reverse the trend, We have no excuse for inaction. The continued use of inclusive language engages the audience and the speaker implies that it is their problem and they must right their wrong. Lees use of adjectives wonderful, glossy and inspiring all connote a glamorous, easy and passive method of convincing others to take action, and this is strongly contrasted when followed by real action. Here, the speaker accuses the conservationists and other influential people of not
3
Responses taken from the 2010 VCAA Assessment Report, and has not been checked for Spelling and Grammatical Accuracy.
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doing what they are supposed to do, opening their eyes to the reality of the situation. Lee describes talk at the conference as platitudes, this disapproving tone used to further reprimand the audience, and Lee passes on guilt with the words, a strong motivator for action. An appeal to social responsibility adds to Lees persuasive power. The audience are, as stated by Lee, to blame for the degradation of the environment, rampant illnesses and deepening poverty. These words, of high importance carry strong negative connotations and aid him in affecting the audiences emotions. Lee alludes to the poor who are particularly vulnerable and directly dependent on biodiversity, these particular choice of words calling on the audience to take action, as even if they are not directly affected, others are, and cannot survive without biodiversity. The number of people that live in poverty, more than 1.1 billion, is stated to further reinforce how many are suffering while the audience sit in an airconditioned, sumptuously catered hall. This not only appeals to the audiences social responsibility, but also to their sense of justice and equality. The poor are subordinated to the interests of us. Lee argues, and once again the audience is inclined to feel guilt associated with making others suffer as they prosper. As the powerful economic giants, they have the resources and the power to take the real action that is necessary to ensure that the less fortunate do not suffer as a result of diminishing biodiversity. Lee converts to a colloquial tone, urging the audience to stop kidding ourselves and when coupled with of course not!, he implies the solution is obvious. We know what damage we are doing and the time for talk is over, instead for serious action. The alarming tone is again utilised, and he implies that time is now, truly running out. Lee ends with a final call to action, and when paired with a visual, induces a strong effect. The image depicts the world in our hands, and he calls on the audience to reinforce and pass on the message to everyone. The world, is in essence, relying on the conference attendees to care for it and ensure its safety and ensure biodiversity, our greatest treasure is not diminished at all costs. The speech uses a range of different tones to appeal to the different emotions of the conference audience. The addition of visuals allow the audience to see the argument Lee is presenting, and each slide complements his words. In doing so, the audience is able to be persuaded of Lees conviction that the safeguarding of biodiversity is vital, and also convinces the conference attendees to take action. Assessor comments: A controlled piece of writing that is fluent and well structured. Analysis of specific language which is tied into the wider implications of the argument of the speech. Perceptive and sophisticated in its exploration of how language is used to persuade. Clear understanding of the context of Lees presentation. Incorporates the visuals neatly and shows their role in the presentation of the ideas and point of view. Clearly an upper-range script that is strong in all aspects.
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Going into the exam with a clear idea of who the characters are will help you to answer any question that comes your way. What are the features of these characters?: Role Why is the character there? Are they the focus of the story? Even if they are a minor character, they may assist in the development of other characters, or provide entertainment. Weaknesses and Flaws A characters weaknesses often drive their actions, and are used by the author to humanise the character or illustrate a point. In some cases it will not be clear whether a characteristic is a strength or a weakness and you will need to make your own mind up about it using evidence. Strengths What is admirable about the character? Are they, for example, able to withstand social censure in spite of the promises offered to them by succumbing to it? Are they reformative in their views in spite of condemnation? Are they honest? Work out what the characters strengths are, and how they affect the characters life. You also need to consider if these strengths develop over time or in response to events. Development of the character This is extremely important. Characters often change throughout the text and an understanding of this will help with your ability to write on the text. These changes may be negative or positive, or as a consequence of the events and influences surrounding them. For some characters this will take the form of a sudden reshaping of their moral values such as Terry from On the Waterfront and outlook on life, while for others this will be a gradual and more subtle change. It often helps to put the major changes (with appropriate quotes) on your time lines, so that you can see that following a particular event the character develops.
Quick Checklist You should know: Is there one central character in the text or several? Were there any secondary characters that played a part in the maturity of the central character? Minor characters may be more important than you first thought. What are their defining traits? What makes them unique? What influences does the character exert on the plot? How do characters change? Were there any specific events which played a role in changing the character? Why do I feel more drawn to one character than to another? Do these characters serve a special purpose? What techniques does the author use to create a character like this? Themes: are the authors main concern(s) illuminate the human condition emerge from the events that take place can be enhanced by the physical setting
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Remember: Themes are the big ideas that can be brought out from the text to the real world much like the moral of a fairytale. They might let you see what values the author sees as being important. For example: Love and/or Desire, inappropriate love, unrequited love Death and beliefs about death Guilt and conscience Justice War, its futility Awareness of the author: Remember that in any text you read, it has been crafted by the author who creates the characters, makes you feel a certain way about them and presents views on various themes. Look at how the author has crafted your text. What do they affirm? Is it different from what the characters purport? More on this later. Evidence For any essay you write, you need to provide evidence to support your point of view and expand your ideas. Do not make sweeping statements or arguments that you cannot support with evidence from the text. Evidence is not your opinion- it is directly from the text. Without evidence, your argument lacks substance and depth, and the examiners will notice this. Using evidence is worth practicing because it can make a big difference to the quality of your essay: as long as you can support your essay, the examiner cannot fault it. Quotes: You MUST know quotes. You will need to memorise your quotes, although if you read the text enough times you may just come to know them. Do not go overboard on quotes. You dont need long quotes or hundreds of quotes. Aim for a couple of key quotes for each character and theme, as well as one or two that demonstrate the effect of setting, good examples of stylistic devices and imagery. How you use quotes is almost as important as knowing them. - The quotes need to be relevant they need to help your case. If you know a good quote but it isnt relevant DO NOT use it. It will just annoy the examiner. - It is also important to integrate quotes into your response in a way that makes sense. The quote should not be a sentence on its own- it should flow nicely into your sentence. Pick out quotes that tell you important things about the characters or events.
Events: These are often overlooked, but they are as useful as quotes. A combination of quotes and examples of events forms the best evidence. All the same rules apply to events as to quotes, except that they are usually easier to remember! For plays and films: Dont just quote the dialogue of a play - you can also quote stage directions etc. You can also use things such as lighting, costumes and scenery to support your argument of what the author/director is trying to achieve.
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WRITING TIME: Write out a quick plan in your exam booklet try not to go over 15 minutes. This plan will consolidate all that you write in the exam and will ground you in an argument/s. Your essay should have an introduction, at least 3 body paragraphs, and a conclusion. Introduction In the very first sentence, note the author and the title of the text. (eg: In Shakespeares Hamlet, ) Express your contention- what will you talk about? o Sometimes a good approach to forming a contention is to not outright agree or disagree, but argue both sides, but one more strongly. So you could agree with part of the question, but not all of it, and then explain why. Define any key terms if any- but be careful to integrate the definitions into your writing (for example dont just say Love can be defined as) Highlight your key points that you will be talking about in the following paragraphs o A good way to do this is to have one sentence per body paragraph Essentially, the introduction should state your aim, define any terms and lay out the plan for the rest of the essay Body paragraphs: Each paragraph should present ONE KEY POINT to support your argument. Try to position your paragraphs so that each one gradually adds to your argument, which you outlined in the introduction. Start with a topic sentence which outlines what you will be arguing in the paragraph. Make it reasonably short and to the point, and relevant to the essay topic (NOT just a summary of the plot of the text). Elaborate on the topic sentence to add substance to your argument. Use relevant quotes and examples from the text to back up the point you are making in this paragraph. For this you need to know the text well. If you dont have evidence your marks will suffer - you need to be able to back up what youre saying. Explain these examples as you go - a hastily inserted chunk of text will do nothing for your essay if it doesnt make sense in the context of your argument. Use a linking sentence to conclude. That is, brings your idea together, links it to the essay topic and leads on to what you are going to argue in the next paragraph. This allows the examiner to follow your train of thought through signposting of what youre arguing. Conclusion: DONT just summarise your key points! This is the biggest mistake that a lot of people make. The examiner will get annoyed if you just essentially repeat your introduction. If you have argued well and with evidence, your key points (one from each paragraph) should already be clear. SO, your conclusion should be one or two sentences that clearly show the essence of your argument and reinforce your contention. Whats important: Show the examiner you understand the text, not just that you know the storyline, but that you can use this understanding to argue a reasoned point and that youve really engaged with the text. Expressive language: Is an important component of your text response. It shows the examiner that you have really engaged with the text and understand the characters, not that you have just read it passively.
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SWOT 2012
VCE English
Use more sophisticated words and show that you really understand the characters. For example, instead of saying this makes her upset, show that you understand the type of feelings she has- this causes her anguish or pain or makes her feel trapped in a dark and isolated world. However, make sure you dont go overboard with words many students seem to think that using four syllable words that only mouldy English professors know is a good thing. It isnt. Even most English professors (the good ones) will stay away from words like auto-narration or flibbertigibbet. Simplicity is also a sign of sophistication. Choose your words carefully. Awareness of the author: As mentioned previously, you need to be aware that your text has been crafted by the author, and show the examiner that you have this awareness. So: - show that you are aware that this is the AUTHORS text. e.g. instead of saying The play Hamlet shows that, say Shakespeares Hamlet shows that - show that you are aware that the author has created the characters e.g. instead of Isobel is a character who, say Through Isobel, Witting creates a character who - when discussing themes, show an awareness that, through themes, the author is expressing a point of view on certain issues e.g. instead of saying the text demonstrates that a struggle for justice is the most important thing in society, say Miller aims to show us that a struggle of justice is the most important thing in society You dont need to do this every time you mention the text, or the characters, or the themes, just a few times throughout the essay to show the examiner that you know this text has been created by an author who wants to present certain things. REMEMBER The examiners know that most of the population cannot produce perfect, polished essays in three hours. They are looking for: A detailed knowledge and understanding of the text and how it is constructed by the author Your ability to write a relevant essay in response to the topic, presenting a reasoned argument Your ability to use quotes and examples properly as evidence for your essay Expressive and clear language (i.e. punctuation, spelling, grammar etc. and writing with passion)
So: Answer the topic - its worth taking a minute to think about what the question is asking before you begin. Make a plan and be clear on your argument Present with several points that back up your argument Write good-sized paragraphs- if its too long think about splitting it into 2 points Give relevant examples and quotes Conclude convincingly and be consistent with what you have said in previous paragraphs Use focused language Use correct grammar and punctuation Know your text really, really, really well- the characters, themes, issues Have clear handwriting - if the examiner cant read it, they cant mark it. Plus it helps put them in a good mood.
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SWOT 2012
VCE English
Write in pen- the examiner may be marking late at night, and may be tired. Writing in pen maximises your chance of the essay being read properly.
Dont: Stray from the topic Ramble on and on Have ambiguous arguments or inconsistent ones Have one sentence as a paragraph Have one paragraph as an essay Fail to substantiate what you say by giving examples Use quotes that arent relevant to your argument- dont use a quote just to show the examiner that youve learnt it. They wont be too impressed. Add new ideas to your conclusion- put them in your paragraphs Use incorrect spelling/grammar or writing that is illegible Memorise entire essays!!! Somebody always does! IT DOESNT WORK! Write on a text that you didnt study. Yes, people really do that. Dont be one of them! Even if it sounds better than the ones you did study! Panic. Remember: You only have 3 hours to do the exam- they wont expect a masterpiece. The examiners understand that you dont have much time. Do your best. When it comes to spelling mistakes, you will only lose one mark no matter how many you make. Grammar does not follow this rule, however. If you find yourself nearly out of time, and you havent finished your last paragraph and conclusion, write them in dot points. This way you can still make it clear where you were intending to finish with your essay, and the examiner will not penalise you greatly for an incomplete answer. Most importantly, dont panic.
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SWOT 2012
VCE English
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SWOT 2012 your use of language and its appropriateness for the audience and purpose
VCE English
Understanding of implications and complexities of the prompt The first thing to note about this criterion is supremely obvious, and yet so frequently ignored: you must respond to the prompt. The prompt is not there as a suggestion, or a vague springboard that you occasionally touch on. The 2009 Examiners Report heavily criticized lack of response to the prompt, and several times pointed out the utilization of pre-prepared answers where the prompt was artlessly cobbled onto it. Be aware: this makes them cross. The best strategy, particularly if you are not very confident or will acknowledge a tendency to stray from the prompt, is to keep the prompt at the forefront of your mind throughout the entire essay. Respond to it immediately in the contention, and feel free to utilize the words in the prompt for your contention. Make direct reference to the prompt or your prompt-elicited contention at the start and end of every paragraph (you should be doing this in some way regardless, but you may be more nuanced if you are more confident). Bear in mind that it is far better to be blatant than to lose track of the focal point of the essay. The assessors want you to engage with the prompt by drawing the ideas of your context through the prompt. While you must always consider the prompt, the implications and complexities are the ideas that are triggered by and stretch beyond the prompt. We will use Conflict as an example: Internal conflict is harder to resolve than external conflict. Discuss The opening and closing of each paragraph will directly address the prompt, but the discussion throughout the paragraph should, in a good context essay, extend to the nature of conflict and furthermore, the nature of humans within conflict. It should consider, for example, what internal conflict reveals about a persons character, and the character of people in general; perhaps how the constitution of some people is immutable and constant, thereby making conflict difficult to resolve, or considering the radical shift in perspective necessary to resolve internal conflict, etc. These are the implications and complexities being mentioned. Encourage yourself to think creatively about the prompt. Often students will think linearly about the prompt because they feel that anything more creative would be wrong, and as a result, some really terrific ideas, ideas which make the piece stand out from others, are discarded. If you are thinking about the prompt logically, and can substantiate your ideas with evidence from the text (not selective evidence that can be immediately contradicted, however), then there is no reason why you shouldnt include different ideas. Examiners will not punish you for having different ideas, so be bold! Ability to integrate ideas suggested by the texts studied Your texts have been selected for a reason, so use them! Throughout the course of the year you should have studied the ideas behind the texts. Consider the texts as a case study being presented to you on your particular context: assume that the ideas are present, and important, and it is your task to analyse them and draw them out of the case presented to you. The text is your proof, use it to build upon and establish your ideas. You should use the text as evidence and engage with it appropriately; it is not necessary to recapitulate the plot, but do discuss the significance of parts of the plot you are utilizing rather than assuming that it is self-evident. Do use quotes. You can, in context, use other texts to supplement and expand your ideas, however you should limit yourself to two or three different texts or events being discussed, so that you can consider them in adequate depth.
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SWOT 2012 Form and structure of your piece of writing The most common forms of writing are expository, persuasive and imaginative.
VCE English
Expository piece: - takes a measured stance, objectively considers several aspects of the prompt - must have a contention that is firmly adhered to, but the contention can be more nuanced and allow for accommodation of different aspects of an argument rather than just one driving argument as in persuasive essays (that is, your contention can be a moderated while the prompt is correct to this extent, there is this particular situation in which it is not true, or not adequate). However, be very careful of responding with a bald yes its true, but also no, its not contention. This is not nuanced, it is simply conflicting. Persuasive piece: - takes a singular, driven stance; a hard line. The aim is to persuade the reader of a particular contention, rather in the way a politician would, instead of weighing up the respective merits of different arguments as in an expository piece. - Tone should be emphatic, but mostly allow the evidence and the construction of a logical, well considered argument act as your persuasive technique - The best persuasive essays will still consider the ideas that may oppose their contention, but prove their contention as superior to the opposing idea Imaginative piece: - all of the criteria still have to be met; results in a fusion of a creative storyline with elements of critical analysis, and mention of a text. - The language must be fluid and appropriate. Both language and writing style should be consistent throughout, no jumping between a creative piece to an expository style of writing and back to something creative. - Concepts should be expressed either directly or through subtle devices such as symbolism, metafiction, and characterization. The exam: Preparation: practise essays are key. Rather than just covering prompts that youre comfortable with, try to get a wide range of prompts. Once youve covered a good breadth of prompts, its incredibly likely that the one you encounter on the exam is similar to one, or a hybrid of several that you have already written on. This will greatly increase your confidence and improve your response, particularly since you wont have to waste time planning or wondering if youre contradicting yourself, etc. Practise essays are the time to consider and incorporate all of the advice youve been given, and make modifications. Ensure that you do some practise essays within 60 minutes. The exam: do not attempt to memorize essays. Trying to reproduce a memorized essay will most likely result in a great deal of stress and time wasted as you fuss over missing sentences and crucial elements of explanation, plus its more likely you will ignore the prompt. However, feel free to incorporate elements of your practise essays as you feel is relevant; thats what you did them for. Try to keep the prompt and responding to the prompt in the forefront of your mind. During your reading time, read the prompt and consider it, even if youre reading your language analysis article. Have at least a contention by the end of reading time. Decide firmly on a plan and stick to it, and be confident!
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SWOT 2012 CONTEXT ESSAY CHECKLIST Are you addressing the prompt?
VCE English
Do you have a strong contention? Does your contention use the words in the prompt? Does your introduction outline what will be discussed in the paragraphs? Does your introduction contain characters names or examples from the text already?
(hint: it shouldnt!)
Do your paragraphs each have a very clear, concise topic sentence? Does each topic sentence address the prompt? Are you using characters names in the first few sentences? Are you already discussing examples in the first few sentences of each paragraph? Have you done some contextual discussion on the issue in each paragraph? Does each topic sentence address the contention?\ Are you using quotes as evidence? Have you avoided retelling the story? Does each sentence in the paragraph contribute to the point youre trying to make? (i.e.
no filler sentences)
Do you draw conclusions from the evidence? Do you summarize how the evidence presented proves your contention? Have you considered and taken into account any contradictory evidence? Have you avoided contradicting yourself? Are all of your sentences grammatically correct? (i.e. you dont stop a sentence halfway)
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