This blog was updated on 21/10/2020.

Contents

1. Summary

2. Background

3. Setting

4. Chapter 1 Plot and Analysis

5. Themes

6. Quotes

7. Sample Essay Topics

8. Essay Topic Breakdown

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

Summary

The Secret River is a historical novel telling the story of William Thornhill, a poor Englishman from the early 19th century who was deported and transported to New South Wales, Australia in 1806 for theft. This novel tells the story of Australia's founding and the moral choices made when  Europeans colonised land that was already inhabited by Aboriginal people.

Background

During 18th century to mid 19th century, 162,000 men and women were transported to Australia, with majority from England. These people, known as ‘convicts’, had committed crimes such as larceny and robbery – acts which were considered severe offenses and demanded heavy sentences. In order to deal with the overwhelming masses of criminals, the government exported crowds of convicts to Australia to serve their term as labourers. The reason driving the deportation included an attempt to decrease poverty and crime in England while concurrently developing the British colony in Australia.

Many of the fleets from England were destined for New South Wales, Australia. Those on the fleets included the criminals, marines, and their families. Living in a penal colony, the criminals were employed depending on their various skills: farmer, boatman, servant etc. The settlers were award a ‘ticket of leave’ if they presented good behaviour during labour. This meant that settlers would become emancipists, where they were set free from the government’s sentence and could begin a life for themselves by making their own living. This suited the government’s goal for a successful and thriving colony since it would only be possible if people were to work for themselves, and not under the terrain of the government.

Although Australia was chiefly populated with Indigenous Australians, the first century of colonisation saw a drastic decline in their population. This was due to a clash of desire for the land; the native’s innate protection of their land and the white settlers struggle to declare their right to an area already inhibited by natives – possibly for 40,000 years. The two cultures failed to ever create a peace agreement or compensation and as a result, the frontier was often marked with blood. Overtime, a successful of the British colony meant that white settlement overpowered any possibility of the natives retaining their land. The Secret River’s exploration of this powerful change in Australia’s history is a poignant reflection of the past, and demands attention to the sensitive issue of Australian and native relationship that is still present today.

Setting

Set during the early 19th century. Located in London, Sydney and on the Hawkesbury.

Chapter 1: Strangers

Plot

The Alexander, a transport ship for convicts has reached New South Wales, Australia after a travelling across the world for majority of the year. William Thornhill, an Englishman convicted to sentence his ‘natural life in the Year of Our Lord eighteen hundred and six’ [pg 3] will serve as a labourer.

During his first night in New South Wales, where their homes are ‘only a flap of bark, a screen of sticks and mud,’ Thornhill digested the new land with its ‘rich dank smells…restless water…no Pole star’; an environment vastly differentiated from England. The unfamiliar situation is overwhelming as ‘he had not cried, not for thirty years….but now his throat was thickening.’ In his despair, Thornhill describes how being sentenced to New South Wales could potentially be worse than dying itself.

Initially, Thornhill believed his tears are clouding his vision since the ‘darkness moved in front of him’ [pg 5]. However, he then realised that a human, ‘as black as the air itself’ stood before him. The unusual appearance of this human struck Thornhill since ‘his skin swallowed the light…[and] eyes were set so deeply into the skull.’ Although clothed, Thornhill ironically felt ‘skinless’ against the other who was completely naked and holding a spear. Thornhill repeatedly demanded that the man ‘be off’, for fear of his family and himself being attacked. Despite his shouting, this only impelled the man to move closer to the point where they almost touched. The ‘black man’ [pg 6] reproduced ‘be off’ in Thornhill’s exact tone. While Thornhill’s fear of this strange human is prominent, he grappled the strength to exert a bold, intrepid veneer, as ‘he was not about to surrender to any naked black man’. When he glanced back to his wife and children however, the man promptly disappeared, leaving only the darkness behind. Thornhill returned to his hut where he laid back down to rest yet ‘every muscle was tensed…the cold moment of finding that unforgiving thing in his flesh.’

Analysis

Environmental / Landscape conflict

For Thornhill, who has spent a lifetime in England, the confrontation of a new environment evokes a powerful sense of unfamiliarity. The unknown land presents him with various intrapersonal conflicts, one of which is the difference between England and Australian stars. While the physical distance of this new land from Thornhill’s home is demonstrated by the lack of a ‘Pole Star, a friend to guide him on the Thames, [and] no Bear that he had known all his life,’ [pg 4] the unrecognisable stars above Australia only depict a ‘blaze, unreadable, [and] indifferent.’ His conflict demonstrates his physical and emotional distance from Thames, a place he grown up surrounded by compared to Australia, where learning begins from the very basics, as shown when he absorbs the natural landscape around him. The night described as ‘huge and damp, flowing in and bringing with it the sounds of its own life’ [pg 3] highlights how the Australian land is unique, possessing qualities of existence.

Thornhill’s sense of negligence in the vast forest that continues ‘mile after mile’ is illustrated through the imagery of the ‘trees [which] stood tall over him,’ depicting that nature is a powerful and dominant force over the Europeans. While the trees render him insignificant, it also demonstrates his alienation from the environment. The ‘Alexander,’ a common traditional English name, represents an intrusion of the Europeans onto the Australian land, further highlighting the idea that they do not belong on this island.

The Australian land is depicted to be harsh and unforgiving, as highlighted through the imagery of ‘dirt chill...sharp stab...alien stars' [pg 4] This conflict with the brutal landscape, along with the unknown leaves Thornhill apprehensive of what is to come. His feeling that he was ‘nothing more than a flea on the side of some enormous quiet creature’ [pg 4] depicts the Australian land almost like a monster. Additionally, the words ‘restless’ draw to the idea that the land is at discomfort or uneasy to have new inhabitants.

Racial/Cultural conflict

The conflict between two cultures is shown through the initial encounter between Thornhill and an Indigenous Australian. Without any conversation, the tension between the two is clear, merely through their actions in each other’s prescence. Thornhill notes the Aboriginal male’s tattoos, yet regards them as ‘scars’ since he is unaware to their culture. Even before this man, Thornhill is still infused with a sense of nakedness because of his unfamiliarity.  His feeling that ‘every muscle was tensed…the cold moment of finding that unforgiving thing in his flesh’ highlights the tension of his first encounter of an Australian Aboriginal while it also foreshadows a suffering and anguish for his time ahead.

If you'd like to see the all Chapter plots, their analysis, along with important quotes, then have a look at our The Secret River Study Guide.

Quotes

Conflict with land quotes

“Now it had fetched up at the end of the earth.” [pg 3]

“…this prison whose bars were ten thousand miles of water.” [pg 3]

“foreign darkness” [pg 3]

“…soughing of the forest, mile after mile.” [pg 3]

“He was nothing more than a flea on the side of some enormous quiet creature.” [pg 4]

Thornhill’s inner conflict quotes

“He had not cried, not for thirty years, not since he was a hungry child to young to know that crying did not fill your belly.” [pg 4]

“But every muscle was tensed, anticipating the shock in his neck or his belly, his hand going to the place, the cold moment of finding that unforgiving thing in his flesh.” [pg 6]

Racism quotes

“It took a moment to understand that the stirring was a human, as black as the air itself.” [pg 5]

“Clothed as he was, Thornhill felt skinless as a maggot.” [pg 5]

“This was a kind of madness, as if a dog were to bark in English.” [pg 6]

“He was not about to surrender them to any naked black man.” [pg 6]

Sample Essay Topics

1. William Thornhill is more worthy of our respect than our reprehension. Do you agree?

2. How does Kate Grenville explore hierarchy?

3. How does The Secret River’s symbolism enhance its exploration of alienation?

4. “Fear could slip unnoticed into anger, as if they were one and the same.” The Thornhills’ anger is valid. To what extent do you agree?

Now it's your turn! Give these essay topics a go. For more sample essay topics, head over to our The Secret River Study Guide to practice writing essays using the analysis you've learnt in this blog!

Essay Topic Breakdown

Whenever you get a new essay topic, you can use LSG’s THINK and EXECUTE strategy, a technique to help you write better VCE essays. This essay topic breakdown will focus on the THINK part of the strategy. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response.

Within the THINK strategy, we have 3 steps, or ABC. These ABC components are:

Step 1: Analyse

Step 2: Brainstorm

Step 3: Create a Plan

Theme-Based essay prompt: The Secret River depicts many layers of conflict, within but also between its key characters. Discuss

Step 1: Analyse

The key term of this prompt is conflict, but I think it’s also important to analyse how it’s discussed—as something that exists in layers, and something that can happen both within and between characters. This seems to hint at the idea that conflict can be internal—that is a single character can feel conflicted about something—as well as external—that is two or more characters can have some kind of dispute. This prompt will require us to think about all these different types of conflict. 

Step 2: Brainstorm

Let’s start with the most internal layer—conflicts with the self. In terms of key characters, consider William but also Sal: what debates do they have with themselves, or what do they say or do that shows they feel conflicted or unsure about something?  

Then, let’s broaden that out to interpersonal conflicts between characters. How do William and Sal, for example, come into conflict with their neighbours—both their white neighbours and their Aboriginal neighbours? How do they come into conflict with each other, even?

Maybe it’s worth separating the racial conflict into another category—conflicts between groups of characters, rather than individual characters. If we make this distinction, we need to be prepared to back it up—in what ways is this conflict of a different nature?

Step 3: Create a plan

I think we can pretty justifiably separate out our layers of conflict into those categories: interpersonal, interpersonal and interracial. This gives us three neat(-ish) paragraphs and a clear, affirmative contention: yes, there are many layers of conflict, and those are the three layers. 

P1: At its most intimate layer, conflict is internal—the moral dilemmas of William and Sal are particularly strong examples.

P2: Conflict can also be interpersonal—we can see this between William and Dan, or William and his neighbours, or between William and Sal even. It’s up to you which way you cut this paragraph.

P3: However, perhaps the central conflict that the novel is built around is interracial conflict between white colonisers and the Aboriginal people whose land they occupied. To extend the prompt a little, we can talk about conflict not just between characters or people, but also between value systems. For example, the way colonisers saw land and property were fundamentally incompatible with how Aboriginal people saw it—this is another type of conflict.

In this sense, we’re largely agreeing with the prompt, backing up the distinction between interpersonal and interracial conflict, and finding a way to extend on it a little towards the end. We can build this into the contention as well: there are many layers of conflict, but they occur not just between characters. They can also exist between the broad cultural values of entire groups of people as well. 

If you find this essay breakdown helpful, then you might want to check out our The Secret River Study 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.

Resources

The Ultimate Guide to VCE Text Response

How To Write A Killer Text Response Study Guide

How to embed quotes in your essay like a boss

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

5 Tips for a mic drop worthy essay conclusion

Contents

1. Summary

2. Historical Context

3. Main Characters

4. Minor Characters

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

6. Creative Essay Topic Brainstorm

7. Essay Topics

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

Summary

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

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

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

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

Historical Context

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

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

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

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

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

Key Themes & Implications

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

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

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

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

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

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

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

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

Major Characters

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

Frank Gold

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

Elsa Briggs

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

Ida & Meyer

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

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

Minor Characters

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

Sullivan

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

Ann Lee

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

Julia Marai & Hedwiga

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

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

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

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

Dissecting an A+ Essay using 'The Golden Age'

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

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

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

The following prompt will be referenced throughout the post;

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

Planning: the silent killer of A+ essays

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

DON’T

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

For example:

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

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

DO

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

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

See the difference?

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

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

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

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

The body paragraphs: To TEEL or not to TEEL?

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

DON’T

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

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

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

DO

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

Here’s mine:

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

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

The conclusion: closing the deal

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

DON’T

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

DO

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

Here’s mine:

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

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

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

The Golden Age Essay Topic Brainstorm

[Video Transcript]

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

Let's head straight into background information:

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

On that note, today’s essay topic is:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Essay topics

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Resources

The Ultimate guide to VCE Text Response

How To Write A Killer Text Response Study Guide

How to embed quotes in your essay like a boss

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

5 Tips for a mic drop worthy essay conclusion

William Wordsworth: Selected Poems by Seamus Heaney is usually studied in the Australian curriculum as a Text Response. For a detailed guide on Text Response, check out our How To Write A Killer Text Response study guide.

Here, we’ll be breaking down a Wordsworth essay topic using LSG’s THINK and EXECUTE strategy, a technique to help you write better VCE essays. If you’re unfamiliar with this strategy, you can learn about it in How To Write A Killer Text Response.

Within the THINK strategy, we have 3 steps, or ABC. These ABC components are:

Step 1: Analyse
Step 2: Brainstorm
Step 3: Create a Plan

Without further ado, let’s get into it!

The Prompt: ‘Come forth into the light of things, Let Nature be your Teacher’. Wordsworth suggests that people can learn much from their experiences in Nature. Discuss. 

THINK

Step 1: Analyse

The first thing to note is that this is a mix between a quote-based and theme-based prompt (check out this blog if you’re not familiar with the 5 essay types), so I start by identifying key words in the prompt - ‘people’, ‘learn’ and ‘experiences’ are ones that spark interesting ideas for me. 

I am able to identify the quote as being from ‘The Tables Turned’ which helps provide extra context.

The ‘discuss’ command term also tells me that the essay will focus more on balanced arguments in each paragraph, as well as the strengths and weaknesses of the primary statement. 

Step 2: Brainstorm

With those key words identified, I need to think of different aspects/elements/themes in Wordsworth’s poetry they might be touching on.

People:

• What sort of people? (Poets, rustics, people enamoured by the Industrial Revolution, adults, children).
• Consider how they may perceive nature differently and what different things they can gain and learn from their experiences in nature. 
  
  • Contrast a poet experiencing nature and how they could gain inspiration from the awe and emotions experienced, whereas someone corrupted by materialism could instead learn how to live a more moral life from nature. 

Learn: 

• In what ways can people learn?
  
  • One could learn how to live more morally or elevate one's intellect by looking to nature. 
• Wordsworth refers to nature as a ‘teacher’ and the guiding role that he personifies nature to be.
  
  • This often is shown as a teacher/mentor or a maternal figure.
• Looking to nature as a teacher could be transformative to the minds and lives of individuals. 

Experiences:

• Consider the various ways someone could experience nature.
  
  • Physical immersion
  • Mental recollection (relating to themes of the human mind and memory).
  • Spiritual/emotional connection (relating to the Romantic idea of transcendence and the awe of nature).

Since there are a lot of ideas here, I think it’s best to pick and choose the ones that complement each other well, cover a range of ideas and themes, and that I am most confident and comfortable discussing. 

Step 3: Create a Plan

P1: It is through both the physical experience of nature and also the emotional experience in mental recollection that people can find not just knowledge and enlightenment, but also joy and comfort. 

P2: Wordsworth also contends that the rampant destruction of nature through the Industrial Revolution risks severing man’s connection to nature, however, by continuing to look to nature as a guide and teacher, one can still learn to live a more virtuous life instead of one corrupted by the vices of industrialisation and materialism. 

P3: While one can learn much directly from nature, one should also look to the child and childhood experiences for guidance on how to best perceive and learn from nature. 

EXECUTE

Essay

The Romantic Era saw poets honouring nature with a pantheistic reverence, encouraging active immersion in nature for its capacity to guide and elevate the mind of the poet. In William Wordsworth: Poems Selected by Seamus Heaney (2007), Wordsworth recounts his experiences (1) in the natural world and reveals the joy this can bring, from both the immediate experience and greater solace gained from the recollection of memories in nature. Additionally, in light of the era’s increasing Industrialisation, Wordsworth draws upon mankind’s interaction with the natural landscape to lament over the degradation of morals while presenting nature as the antidote to mankind’s corrupted morals. Furthermore, the poet also focuses on the child’s experience and connection with nature as crucial to the development of one’s identity while also alluding to the more spiritual connection man has with nature. Thus, it isin this myriad of experiences - physical, mental, emotional and even spiritual - that one is able to find greater meaning in existence and a guide to a more moral way of living. 

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Annotations

(1) I explicitly used the key words from the prompt as soon as I could, which helped indicate to the examiner the relevance of my essay to the prompt, and also ensured that my arguments really focused on the prompt itself without deviating too far. 

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Wordsworth’s poetry often recalls the poet's experiences within nature, presenting these moments as invaluable to one’s life (2). With glee and elation, the lyrical poem ‘I wandered as lonely as a cloud’ (1802) recounts one such occasion as the poet encounters a ‘host of golden daffodils…fluttering and dancing in the breeze’. The use of enjambment (3) here with the soft rhyming scheme creates a dreamlike flow to the poem which mimics the gentle movement of the daffodils. The regular ABABCC rhyming scheme (4) also conveys the sense of astonishment the poet feels while in this moment of active immersion in nature which reveals the capacity of the beauty of the natural world to inspire joy from its ‘jocund company’. However, it is in viewing these moments in retrospect that Wordsworth suggests that one can gain greater value as it is these memories of ‘vacant or pensive mood…which is the bliss of solitude;/And then my heart with pleasure fills/And dances with the daffodils’ which reflects the Romantic view that moments of thoughtful solitude should be pursued in order to realise the greater value of these moments in nature. This notion of the value nature provides is also echoed in the ballad, ‘The Tables Turned’ (1798), which presents a debate between two characters, Matthew and William, on whether knowledge can be gained from books or experiences in nature. This debate encompasses the poet's desire to convey the Romantic ideal of the importance of knowledge gained from physical experiences rather than that found from books, evident from the speaker’s command to ‘quit your books’ in order to ‘Clear your looks’ and clear your mind in order to fully immerse in nature. The full rhymes convey a definiteness in this idea of indulging in these active experiences in nature as there is ‘more wisdom in it’ which also rejects the Neoclassical views and values (5) on learning from books and gaining knowledge through science rather than experiences. Furthermore, Wordsworth also argues (6) that nature is also a more enjoyable teacher as reading is called a ‘dull and endless strife’ and that one should ‘Let nature be your Teacher’ and guide you to the ‘sweet lore’ it can reveal. Ultimately, it is both the active experiences in nature and the recollection of the memories of these moments that Wordsworth suggests one should look to for knowledge, enlightenment and an elevated sense of joy and solace. 

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Annotations

(2) I tried to embed key words (or synonyms of these words) from the prompt in my topic sentence. This helped establish the overall idea(s) that I was going to discuss in the paragraph and helped me stay on topic.  

(3 & 4) While it’s important to discuss quotes, don’t overlook the specific form and features of a poem. Make sure to touch on the intended effect of the form/features, and how they may relate to the poet’s views and values in relation to the prompt.

(5 & 6) I tried to link quoted evidence and analysis with context, specifically the views and values of the time in relation to Neoclassicism vs. Romanticism. This allowed me to address the ‘concerns and values’ aspect part of the VCAA English exam criteria. It was especially important to address both philosophies while analysing the poem so that I could consider the “debate” aspect of it - this ties back to ‘discuss’ from the prompt where a balanced argument is needed. 

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However, as Wordsworth draws attention to man’s interaction with nature in regard to society’s increasing industrialisation, he reveals (7) to the reader the capacity of man to be corrupted as he becomes enamoured by greed. In a horrific display of man’s capacity for violence, the narrative poem ‘Nutting’ (1798) depicts a young boy with ‘eagerness of boyish hope’ coming across a ‘dear nok’ and ‘virgin scene’. The personification (8) of this natural scene - which is symbolic of nature as a whole - as feminine reflects the traditional ideas of feminine innocence and presents nature as something pure when untouched by human hands. However, it is then the boys’ ‘merciless ravage’ of the nook that leaves it ‘deformed and sullied’ which reveals the extent of man’s capacity to inflict violence. Additionally, the connotations that ‘ravage’ implies with regards to sexual violence only further the horror of the ruin done to the ‘virgin’ landscape. Additionally, the narrative form (9) itself which reflects fairy-tale elements highlights the allegorical elements of this poem which reveals its purpose to convey a moral lesson and warning against mankind’s destruction of nature with industrialisation. Additionally, the young boy’s horrific acts of violence against nature reflect the way in which society’s increasing avarice acts as an all-encompassing driver of corruption that tarnishes humanity’s innocence and morals. (10) However, in spite of the degradation of man’s morals, Wordsworth continues to look to nature as a moral guide. His ode, ‘Lines Composed a Few Miles Above Tintern Abbey, on Revisiting the Barks of the Wye During Tour’ (1798) serves as a culmination of the poet’s praises of nature's capacity to be a teacher of virtues to man. The specificity of the title conveys the poet’s desire to preserve these ‘spots of time’, which he views as invaluable to the recollection of memories, and emphasises the ability of these memories of nature to resonate with people despite the passage of time. In this poem, Wordsworth reveals how the ‘heavy and weary weight/of all this unintelligible world’ can wear down one’s mind and lead to a detachment from man and nature as he denies more materialistic objects and fulfilment. The ‘ea’ assonance conveys the sheer burden that day to day life presents. However, the poet persists that nature can act as an ‘anchor’ and ‘guide’ that not only teaches but inspires man to live a ‘good man’s life’ in spite of the weariness of living. Hence, while Wordsworth laments, he also enlightens the reader on how man’s experiences and rampant destruction of the natural landscape reveal mankind’s capacity to be corrupted by vices; that it is ultimately nature that remains an antidote against society’s corruption and a teacher that inspires the pursuit of a more moral way of living. 

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Annotations

(7) Another nod to authorial intent.

(8) Touching on Wordsworth’s use of personification when discussing this prompt was especially vital when considering the ‘teacher’ aspect. Often in his poetry, nature is depicted broadly as a mentor/teacher figure or more specifically as a maternal figure. It’s really important to explicitly identify the metalanguage being used, and also the effect and possible intention behind it. 

(9) Don’t overlook the importance and potential effect the chosen form may have, especially when it comes to poetry collections that feature several different ones. Make sure you’re not just familiar with different forms of poetry but know the forms of each poem you study and what the intended effect of choosing that specific form might’ve been. 

(10) Typically, I aim to discuss 2 poems in each body paragraph. 1 could work if it’s a longer one with lots to unpack, but 3 may risk a lack of depth in your discussion of each poem. If you’re struggling to fit in 2, consider having a main poem that you spend most of your discussion on and a supplementary poem that you could add in to support your discussion. Make sure you choose poems that relate together in some way (theme, ideas, values, etc.) but still offer something different to your analysis to create a more nuanced and complicated response to the prompt. 

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Furthermore, through Wordsworth’s explanation of the Romantic concept of Transcendentalism, it is revealed that it is actually the child and childhood experience that one should look to for guidance on how to approach living and experiencing nature. Wordsworth’s ‘Ode: Imitation of Immorality and Recollection of Childhood’ (1807) unpacks the concept of (11) Transcendentalism and that children contain an innate goodness bestowed by divine entities. This is made evident by the religious imagery used as Wordsworth laments man ‘forgetting the glories he hath known,/And the imperial palace where he came’; he mourns the loss of childhood innocence as one ages with time. The euphemism of ‘Imperial Palace’ for God elevates the status of nature as a symbol of guidance as it reflects the poet’s more pantheistic belief that God is found in nature. The poet laments this loss of childhood innocence as he conveys his belief that the child is the ‘Mighty Prophet’ and a ‘seer bliss’ in his ability to perceive nature differently from how adults do. As the child ages, he loses this capacity to fully experience nature with that innocence and thus, with altered perception, the capacity for one to learn from nature is diminished. This idea is explored by Wordsworth as he echoes Jean-Jacques Rousseau’s (12) belief that ‘childhood has ways of seeing, thinking and feeling perception’ that allows them to take advantage of this knowledge that nature gives. Thus, through the further religious imagery of the child being a ‘seer’ and ‘prophet’ it encourages one to look to and maintain that childhood innocence. Additionally, beyond looking to the child itself for guidance, Wordsworth also suggests that it is childhood experiences of nature that have the capacity to both inspire and teach invaluable lessons. This is evident from his epic poem, ‘The Prelude or growth of the Poet’s mind’ in which the speaker recounts how events in his childhood had revealed moral lessons to him. In this poem, nature acts as a ‘server intervention’ against the speaker's pursuit of ‘troubled pleasure’ as he steals a boat. The oxymoron of ‘troubled pleasure’ conveys a complex mix of feelings the boy experiences as he rows out onto a lake. It is the sight of ‘the huge cliff/[riding] up between me in the stars’ that invokes a sense of awe from both admiration and fear of nature, causing his ‘trembling hands’. The image of nature’s grandeur causes the ‘series thoughts’ that leave his mind in ‘black desertion’ for many days after. His reflection on this memory and his experiences of the extent of nature’s grandeur leads the boy to learn from his misdeeds and inspires a more moral life. Thus, through the explanation of the child and childhood, Wordsworth suggests that one should look to the child for guidance in how to perceive nature to the greatest capacity. It is also the childhood experiences of nature that are essential to the development of the child’s morals as nature acts as a teacher to a more virtuous life.

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Annotations

(11) While using superfluous vocabulary isn’t necessary (and could even hurt your essay) be aware of key vocabulary that relates to the text, values/views of the poet and era. I’d even suggest creating your own vocab bank of such words like ‘pantheism’, ‘Transcendentalism’, etc. 

(12) It’s worthwhile to include a quote from a figure related to Wordsworth, such as Seamus Heaney in the foreword/introduction of the collection or, in this case, Rousseau who was a Romantic thinker who influenced Wordsworth’s views. It can help show the marker/examiner your depth of knowledge while adding a unique piece of context to support your analysis. 

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Through the exploration of Wordsworth’s experiences in nature, he encourages one to learn how to look to nature as the ultimate source of guidance, joy and solace, and for the knowledge of a more fulfilling and morally lived life. However, through the depiction of man’s interaction with nature, his poetry highlights mankind’s capacity to stray away from the teachings of nature. The poet finds that if one were to continue to look to nature, that nature would be an antidote to corrupted morals. Furthermore, while nature is presented as a teacher and parental figure that nurtures the child in childhood, one should also look to the child as the ideal model of how to perceive nature in order to allow nature to teach humanity to the greatest capacity. Ultimately, it is these experiences in nature that have the capacity to reveal a greater meaning of existence, while also highlighting the challenges of life through Wordsworth’s interactions with the natural world. (13)

Annotations

(13) End your conclusion with an assertive statement, such as one that can comprehensively sum up the overall contention developed in your response. Do not end with a question. For more help with conclusions, see our blog post on 5 Tips for a Mic-Drop Worthy Essay Conclusion.

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If you’re looking for more resources for Wordsworth Poetry, we have a whole other blog post just for you! We explore key features of Romantic Poetry such as nature, emotionalism and rebellion, and we also demonstrate stylistic and thematic analyses of Wordsworth poems. Check it out HERE.