Finding out that your school has selected to study a Shakespeare play as your section A text can be a pretty daunting prospect. If I’m honest, I wasn’t all too thrilled upon discovering this either...it seemed as though I now not only had to worry about analysing my text, but also understanding what Shakespeare was saying through all of his old-fashioned words. 

However, let’s not fret - in this post, I’ll share with you some Measure for Measure specific advice and tactics, alongside excerpts of an essay of mine as a reference. 

Before you start reading, How To Approach Shakespeare: A Guide To Studying Shakespeare is a must read for any student studying Shakespeare.

Historical Context 

Having a basic understanding of the historical context of the play is an integral part of developing your understanding of Measure for Measure (and is explored further in Measure for Measure by William Shakespeare). For example, for prompts that open with “What does Shakespeare suggest about…?” or “How does Measure for Measure reflect Shakespeare’s ideas about…?” it can be really helpful to understand Shakespeare’s own position in society and how that influenced his writing. 

There’s no need to memorise certain parts of Shakespeare’s history - as that would serve no purpose - just try to gauge an understanding of what life was like in his time. Through understanding Shakespeare’s position in society, we are able to infer his stances on various characters/ideologies in the play. 

• Measure for Measure is often regarded as an anti-Puritan satire. Although Shakespeare’s religion has been a subject of much debate and research, with many theories about his faith being brought forward, many believe that he was a secret Catholic. He is believed to be a ‘secret’ Catholic, as he lived during the rise of the Puritans - those who wished to reform the Church of England and create more of a focus on Protestant teachings, as opposed to Catholic teachings. It was often difficult for Catholics to practice their faith at this time. 

• Angelo and Isabella - particularly Angelo, are believed to embody puritanism, as shown through their excessive piety. By revealing Angelo to be “yet a devil,” though “angel on the outward side,” Shakespeare critiques Puritans, perhaps branding them as hypocritical or even unhuman; those “not born of man and woman.” Thus, we can assume that Shakespeare would take a similar stance to most of us - that Angelo wasn’t the greatest guy and that his excessive, unnatural and puritanical nature was more of a flaw than a virtue. 

Tips for Moving Past the Generic Examples/Evidence Found in the Play 

It’s important to try and stand out with your examples in your body paragraphs. If you’re writing the same, simple ideas as everyone else, it will be hard for VCAA assessors to reward you for that. Your ideas are the most important part of your essay because they show how well you’ve understood and analysed the text - which is what they are asking from you, it’s called an ‘analytical interpretation of a text,’ not ‘how many big words can you write in this essay.’ You can stand out in Measure for Measure by: 

1. Taking Note of Stage Directions and Structure of Speech

Many students tend to simply focus on the dialogue in the play, but stage directions can tell you so much about what Shakespeare was really trying to illustrate in his characters. 

• For example, in his monologue, I would often reference how Angelo is alone on stage, appearing at his most uninhibited, with his self-interrogation revealing his internal struggle over his newfound lust for Isabella. I would also reference how Shakespeare’s choice of syntax and structure of speech reveal Angelo’s moral turmoil as he repetitively asks himself “what’s this?” indicating his confusion and disgust for his feelings which “unshapes” him. 

• Isabella is shown to “[kneel]” by Mariana at the conclusion of the play, in order to ask for Angelo’s forgiveness. This detail is one that is easily missed, but it is an important one, as it is an obvious reference to Christianity, and symbolises Isabella’s return to her “gentle and fair” and “saint” like nature. 

2. Drawing Connections Between Characters - Analyse Their Similarities and Differences. 

Drawing these connections can be a useful way to incorporate other characters not necessarily mentioned in your prompt. For example, in my own English exam last year, I chose the prompt “...Power corrupts both Angelo and the Duke. Do you agree?” and tried to pair Angelo and Isabella, in order to incorporate another character into my essay (so that my entire essay wasn’t just about two characters).

• A favourite pair of mine to analyse together was Angelo and Isabella. Although at first glance they seem quite different, when you read into the text a little deeper you can find many similarities. For example, while Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, “nun,” Isabella, wishes to join the nuns of Saint Clare where she “must not speak with men” or “show [her] face.” Shakespeare’s depiction of the two, stresses their seclusion, piety and restriction from the “vice” plaguing Vienna. What’s important about this point is that you can alter your wording of it to fit various points that you may make. For example, you could use this example to prove to your assessor how Isabella’s alignment with Angelo signals Shakespeare’s condemnation of her excessive puritanical nature (as I did in my body paragraph below) or, you could use these same points to argue how Angelo was once indeed a virtuous man who was similar to the “saint” Isabella, and that it was the power that corrupted him (as you could argue in the 2019 prompt). 

• Another great pair is the Duke and Angelo. Although they certainly are different in many ways, an interesting argument that I used frequently, was that they both were selfish characters who abused their power as men and as leaders in a patriarchal society. It is obvious where Angelo did this - through his cruel bribery of Isabella to “lay down the treasures of [her] body,” however the Duke’s behaviour is more subtle. The Duke’s proposal to Isabella at the conclusion of the play, as he asks her to “give [him her] hand,” in marriage, coincides with the revelation that Claudio is indeed alive. It appears that the Duke has orchestrated the timing of his proposal to most forcefully secure Isabella and in this sense, his abuse of power can be likened to Angelo’s “devilish” bribery. This is as, through Shakespeare’s depiction of Isabella, it is evident that she has little interest in marriage; she simply wishes to join a convent where she “must not speak with men,” as she lives a life of “strict restraint.” The Duke is aware of this, yet he demands Isabella to “be [his]”-  wishing to take her from her true desire and Shakespeare is able to elucidate Isabella’s distaste through her response to this: silence. By contrasting Isabella’s once powerful voice - her “speechless dialect” that can “move men” - with her silence in response to the Duke’s proposal, Shakespeare is able to convey the depth of the Duke’s selfishness and thus his similarity to Angelo.

We've got a character list for you in Measure for Measure by William Shakespeare (just scroll down to the Character section).

What’s important to realise about these bits of evidence is that you can use them in so many different prompts, provided that you tailor your wording to best answer the topic. For example, you could try fitting at least one of the above examples in these prompts: 

• ‘Give me your hand and say you will be mine…’ The characters in ‘Measure for Measure’ are more interested in taking than giving. Discuss. 
• ‘More than our brother is our chastity.' Explore how Shakespeare presents Isabella's attitude to chastity throughout Measure for Measure.
• ‘I have seen corruption boil …' To what extent does Shakespeare explore corruption in Measure for Measure, and by what means? 
• ‘Measure or Measure presents a society in which women are denied power.’ Discuss.

How To Kick Start Your Essay with a Smashing Introduction

There’s no set way on how to write an introduction. Lots of people write them in many different ways and these can all do well! This is the best part about English - you don’t have to be writing like the person sitting next to you in order to get a good mark. I personally preferred writing short and sweet introductions, just because they were quick to write and easy to understand. 

For example, for the prompt...

“...women are frail too.” 

To what extent does ‘Measure for Measure’ examine the flaws of Isabella? 

...my topic sentences were...

1. Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo. 
2. Shakespeare explores the hypocrisy and corruption of Isabella as a flaw, as she deviates from her initially “gentle and fair” nature.
3. Despite exploring Isabella’s flaws to a large degree, Shakespeare does indeed present her redemption at the denouement of the play. 

...and my introduction was: 

William Shakespeare’s play, ‘Measure for Measure’ depicts a seventeenth century Viennese society in which disease, misconduct and licentiousness are rife. It is upon a backdrop of such ordeals that Shakespeare presents the character of Isabella, who is initially depicted as of stark contrast to the libertine populate of Vienna. To a considerable extent, ‘Measure for Measure’ does indeed examine the flaws of the “gentle and fair” Isabella, but Shakespeare suggests that perhaps she is not “saint” nor “devil,” rather that she is a human with her own flaws and with her own redeeming qualities. 

Instead of rewording my topic sentences, I touched on them more vaguely, because I knew that I wouldn’t get any ‘extra’ points for repeating them twice, essentially.  However, if you feel more confident in touching on your topic sentences more specifically - go ahead!! There are so many different ways to write an introduction! Do what works for you! 

Body Paragraphs 

This body paragraph included my pairing between Angelo and Isabella. My advice would be to continue to incorporate the language used in the prompt. In this paragraph, you can see me use the word “flaw” quite a bit, just in order to ensure that I’m actually answering the prompt, not a prompt that I have studied before. 

Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo. Where Angelo is “of ample grace and honour,” Isabella is “gentle and fair.” Where Angelo believes in “stricture and firm abstinence,” Isabella too believes that “most desire should meet the full blow of justice.” This similarity is enhanced by their seclusion from the lecherous society in which they reside. Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, whilst Isabella desires the life of a nun where she “must not speak with men” or “show [her] face.” This depiction of both Angelo and Isabella stresses their seclusion, piety and restriction from the “vice” that the libertine populate is drunk from. However, Shakespeare’s revelation that Angelo is “yet a devil” though “angel on the outward side,” is perhaps Shakespeare’s commentary on absolute stricture being yet a facade, a flaw even. Shakespeare presents Isabella’s chastity and piety as synonymous with her identity, which ultimately leaves her unable to differentiate between the two, as she states that she would “throw down [her] life,” for Claudio, yet maintains that “more than our brother is our chastity.” Though virtuous in a sense, she is cruel in another. Although at first glance, Shakespeare’s depiction of Isabella’s excessive puritanical nature appears to be her virtue, by aligning her with the “devil” that is Angelo, it appears that this is indeed her flaw. 

Conclude Your Essay by Dazzling Your Assessor!  

My main tip for a conclusion is to finish it off with a confident commentary of the entire piece and what you think that the author was trying to convey through their words (in relation to the topic). For example, in pretty much all of my essays, I would conclude with a sentence that referenced the entire play -  for example, how it appeared to be such a polarising play, with largely exaggerated, polarising characters/settings (eg. Angelo and the Duke, or the brothels that stood tall next to the monastery): 

Ultimately, Shakespeare’s play ‘Measure for Measure,’ depicts Isabella as a multifaceted character. She is not simply one thing - not simply good nor bad -  her character’s depiction continues to oscillate between the polar ends of the spectrum. Although yes, she does have flaws, so too does she have redeeming qualities. Though at times deceitful and hypocritical, she too is forgiving and gentle. Thus, as Shakespeare’s play, ‘Measure for Measure,’ does centre on polarising characters in a polarising setting, perhaps through his exploration of Isabella’s flaws alongside her virtues, he suggests that both the good and the bad inhabit us.

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

The new VCE English syllabus has kicked off its first year in 2016. Now, I know a lot of us are still grappling to understand the changes, and who knows? You might look like this:

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...an array of bewilderedness, surprise, and perhaps even...excitement? Don't worry, we're all in the same boat. The new English syllabus is exciting, especially once we're familiar with all the changes. So, have a peek at the infographic below to get a good overview of what we're saying 'hello' and 'farewell' to:

Ok, now let's look into each of the Areas Of Study (AOS) in detail. The following breakdown focuses on Units 3 and 4 of the new English syllabus:

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UNIT 3

Area of Study 1 - Reading and Creating

Students study: 2 selected texts from Text List 1 (see the 2017 VCE English Text List here).

Purpose: To write an expository essay on the 1st text, and then a creative response on the 2nd text for Area of Study 1. 

SAC 1: Write an analytical essay for Text 1 (~800-1000 words).

SAC 2: Write a creative response + a written explanation (~800-1000 words or, if in the form of an oral presentation ~4-6 minutes).

What you should aim to do: You will study both books in detail; looking at themes, characters, literary devices, author's intention and more. Know that the study of these two texts do not overlap at any point - you study them separately for two separate SACs (see below!).

Side note: The 'Writing in Context' component from the old syllabus has been semi-integrated into 'Reading and Creating'. This is the only part of the new course where you have the opportunity to experiment with your creative writing skills. Keep in mind that there will not be a creative component in your VCE English 3/4 exam (I can hear so many sighs of relief)!

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Area of study 2 - (Part I) Analysing argument

Purpose: The ultimate goal is to demonstrate your understanding of how the author constructs their argument in an attempts to persuade the reader to agree with his or her contention. Here you analyse a variety of different forms of publication, from opinion articles, editorials, speeches to cartoons and diagrams. Learn more on 'How the author intends to persuade their readers' blog post here.

SAC 3: An analysis and comparison, in written form, of argument and the use of persuasive language in two to three texts (written or visual) that present a point of view on an issue (~800-1000 words).

What you should aim to do: The highest marks in this SAC will be rewarded to those who can clearly explain the connection between author's use of language, and how that enables the development of their ideas. Avoid listing language techniques and offering your personal judgement on whether or not the article is effective in persuading you. You goal is to objectively investigate how the author constructs their article via argument and certain language choices.

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UNIT 4

Area of study 1 - Reading and Comparing

Purpose: To explore meaningful connections between two texts. You will be using compare and contrast skills (see our blog post on Compare and Contrast Essays).

SAC: A 900-1200 word essay offering a detailed comparison between ideas, issues, and themes of both texts.

What you should aim to do: Avoid superficial connections. Simply referring what is similar and different between the two plot events will not score you many marks. The key here is to look at the bigger picture – what are the major values and messages that the texts deliver? Are they aligned? Are they the opposite? To ensure you’ve got your Reading and Comparing at an A+ level, download my FREE Reading and Comparing sample chapter from my latest VCE English study guide.

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Area of study 2 - (Part II) Presenting argument 

Purpose: Students must prepare an oral presentation based on a topic debated in the media. It has to have appeared recently, which means it can only be a topic that has appeared in the media since September the previous year. This section pushes you to research and form a stance on the issue, where you will then write your own persuasive speech using the skills you have gained from studying 'Analysing Argument'. On top of that, you will need to focus on your delivery of the speech, which includes things like tone, pace, eye-contact, and much more! If you're curious to learn more, have a look through some of our posts on Oral Presentation ideas for inspiration!

SAC: A sustained oral piece (~4-6 minutes) that presents a point of view relating to an issue currently in the media + a written explanation (~300-500 words) explaining your decisions made in the planning process, and how these demonstrate your efforts in attempting to persuade the audience.

What you should aim to do:  If your school hasn't made the decision for you already, it's crucial that you choose a topic that is original and offers you room for argument. This means avoiding topics where majority of the public opinion already rests on one side (e.g. does climate change exist?). Writing a fantastic oral presentation is only the job half done, you need to ensure your delivery is spot on. Watch my video on quick presentation tips which helped me score full marks in my SAC!

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That's my summary and some quick tips alongside to help you cruise through the year. Best of luck! 

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.

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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

Sunset Boulevard is usually studied in the Australian curriculum under Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response.

Introduction

Film is art. And, art serves as a mirror that is a reflection of us as a society. Thus, a major function of art is to show society as it truly is - even if the image itself is unflattering. 

A film d’auteur; Sunset Boulevard portrays Billy Wilder’s (director) unique artistic personality. Through his cinematic choices, variety of individualistic styles and the use of innovative features (which we will be exploring in this blog) it is evident that Wilder exhibits the world of Hollywood in a very different and even ominous light to what was normally showcased in the 1950s. 

We will now delve into Wilder’s world of film art and gain an insight into how he viewed the industry of Hollywood through his camera.

‍Note: There will be some sophisticated vocabulary used throughout the blog, so please refer to the glossary (at the end) or the bracketed definitions for the meanings of words that are bolded.

The Golden Era of Cinema

The 1950s Pax Americana social zeitgeist revealed an era in film where any social criticisms of the time were hidden behind the red velvet curtains and silver screens of Hollywood. In this post-war society, disillusionment was very much present within the American psyche. The dawn of the Cold War saw the rise of looming atomic threats, class wars, McCarthyism, spies and infiltrations burgeoning public fears and social paranoia.

Thus, cinema itself became a form of escapism from the bleak and depressing real world; crafting an illusion of reality where the line between the American dream and reality was deviously blurred.

Yet even such a glamorous industry could not conceal the moral ambiguities of the era. To what was originally a light-hearted comedy film, this cynical film noir is a Hollywood-on-Hollywood story that is far from an entertaining vaudeville act for the masses. Through the wide range of cinematic auteurist techniques that Billy Wilder utilises within the film, he portrays a dark edge to the folie de grandeur of Hollywood and its illusions.

Hence, while it’s essential that you use standard techniques like camerawork and editing (as it is a motion picture), it would further elevate your analysis if you interspersed a diverse range of cinematic features into your essay including features like sound, costuming, colour/spatial composition and broader themes which relate to the social context of that time. This is because it is important to notice that everything the director uses in the film is there for a reason.

If you would like to see more on camerawork and editing, you can refer to our Analysis of Film Techniques in Sunset Boulevard blog post. 

Film Noir & German Expressionism

The Golden Age of Hollywood was a time when synchronous sounds and colour films were commonplace. 

So, why did Wilder use black and white colour composition?

Perhaps it was to pay homage to the previous era of silent film or it was just another mordant elegy to those decades. Either way, the truth lies within film noir.

Film noir (French for ‘Dark film’) is a style of film with dark and pessimistic/cynical moods evoked through visual compositing using chiaroscuro (low-key lighting). It is perhaps one of the most important cinematic features used in Sunset Boulevard as it conveys an emotion and atmosphere within the film which cannot be done through scripted words or actions. 

Through the restrictions of the Hays Code (a set of guidelines censoring what could be shown on screen), film producers were unable to easily question the moral codes and regulations of society. However, by using film noir, Wilder was subtly able to employ innuendos, double entendres and wit to satirise the dark underbelly of Hollywood and the underlying obsession with stardom exhibitionism and fame.

While the burlesque American musicals and Western comedies reflected an illusionary reality for movie audiences of that time, the convoluted storylines/plots of film noir mysteries and thrillers reflected the complexities and hidden moral intransigence of society. More importantly, the characters aren’t the ones who resolve the mystery but instead the audiences themselves.

Common Features of Film Noir Incorporated Within Sunset Boulevard:

• Anti-hero protagonists: characters who lack a moral centre and turn to corruption, like Joe Gillis who embodies a bitter, hard-boiled and cynical character who has deep flaws. Although he is confronted with the fact that the pursuit of the Hollywood dream is neverending, when he ends up at Norma’s garage he gives into her fantasies and forms his own tragedy.
• Femme-fatale: ‘deadly woman’ who is manipulative using her femininity and sexual allure for her own goals. Norma Desmond upholds this sort of archetype as she entraps Joe Gillis as her editor for her Salome script, so she can make her “comeback”.
• Location: Usually shot in New York or Los Angeles (like this film), revealing a city with a glamorous facade and a gritty underworld of lush morbidity and moral ambiguities.
• Lighting: Stark/harsh while creating effective shadows which usually shroud the characters. Dark shadows and chiaroscuro lighting within Norma’s mansion emphasise her haunted nature as she is stuck in the dark of the past, unable to see the light of the outside world.
• Narration: Has a pessimistic and cynical undertone. The third-person omnipresent narration is from the ghost of Joe Gillis himself; witnessing his own murder, calling the dead man a ‘poor dope’ when in hindsight it is his past self whom he critiques.
• Colour: The use of a monochromatic colour scheme (black and white) is the main idea of film noir, eliciting a feeling of the past.
• Use of flashbacks: At the beginning of this circular narrative, we are confronted with the present (which actually is the denouement - the murder); however, through the flashback in Joe’s perspective, we start from the beginning (the past) and travel through time to the present. The past and the present become one.

German Expressionism (containing Gothic themes) is used in tandem with film noir. Originating in the late 1940s, the depressing aftermath of a post-WWII society had left a pervading sense of doom and dejection, striking a chord with those disillusioned throughout Europe. As a nod to the genre of Gothic Horror, Expressionism draws upon elements and symbolisms prevalent within horror stories such as Dracula.

As seen in Sunset Boulevard, Norma lives in a dilapidated mansion that mimics an archetypal haunted mausoleum; depicting her as a character from a horror story. 

Long shadows stretch eerily throughout vast dark hallways. 
A tall windy staircase, symbolic of the time portal she is stuck in. 
Curtains always almost fully drawn. 
‍Nösferatu-like candelabras swaying in the dim light. 
A funeral for a dead monkey corpse. 

Such filmic elements all add to the personality of Norma’s character - as an arch-ghost of the story from the buried past.

While not every aspect of film noir and Expressionism will be relevant when you are writing for your given essay topic, it is important to try to occasionally refer to them wherever you can in your writing just like the example below:

‍There is a dissonant tension in the mansion, referred to as the ‘grim Sunset mansion’; it works as a metaphor to the fatalistic and tragic meaning of Hollywood’s own dangerous veneer which forever traps victims within their glorious ‘heydays’ after rejecting them into its gutter. The Expressionist horror accompaniment of chiaroscuro in tandem with the mise-en-scene of the ‘ghost of a tennis court’ and an empty swimming pool, all shadow the haunting ‘paralysis’ of Norma’s own faded dreams. ​​While obliviously sitting enclosed by her shrine of photographs, ‘crowded with Norma Desmonds', Norma eventually becomes a prisoner of a carefully curated exhibit that Hollywood had set up, as she is seen signing headshots for fans, and eerily impersonating the performers of a bygone Hollywood.

Sound & Music in Sunset Boulevard

Sound and music in film create a specific atmosphere and mood which can sometimes be unattainable in the visuals of a black-and-white film like Sunset Boulevard. Thus, sound and music both play a vital role in the film by heightening mood and emotional responses from characters, foreshadowing narrative developments and placing emphasis and attention on certain actions and events.

Franz Waxman’s (Sunset Boulevard’s musical producer) music score morphs together variations of musical cues, composition styles and repetitive thematic notes. He stated that he had to enter and understand the characters’ minds to write their music. 

‍‘Film music is heard only once—not many times as concert music is. […] It should have simplicity and directness. It must make its point immediately and strongly. The emotional impact must come all at once.’ - Waxman

Hence, Waxman constructed leitmotifs as a representation of the main characters and the time in which they live. Below are some examples of the musical leitmotifs he uses:

• Norma’s theme - she receives a classical 1920s off-kilter tango during her dancing scene where she is stuck in the past dwelling on her heydays when she met Rudolph Valentino at parties. However, her musical motif mostly represents her declining state of mind emoted by solo alto flute mysterioso and low and pulsating string notes.
• Joe’s theme is characterised by bebop, (jazz-style music for the 1950s urbanite youth) conveying his nonchalant and breezy attitude with prominent saxophonic tunes.
• Love theme between Betty and Joe - being played as the pair are working away on their own script in a deserted studio and when they take a stroll through the studio backlot; the music accompaniment is a tender and lyrical string line, with a muted solo trumpet.

From the onset of the film, the large orchestral brass-led sound gradually becomes the central theme of the film as it dramatises the initial rush of the homicide squad and newspapermen.

Below is an example of how you might talk about how the music aids the tensions of the scene:

‍Waxman’s melodramatic and foreboding minor score establishes a sense of impending peril, while the allargando (broadening) of the brass sections heightens the initial tensions of the film. The underlying vibrato of the strings is unnerving and uncomfortable, as it acts in coalescence with the diegetic sound of the blaring sirens which echoes an eerie and unsettling tone.

‍Note: Waxman’s music score is a non-diegetic sound (coming from outside of the film world), while the sirens blaring is a diegetic sound (coming from within the world of the movie).

There is a range of diegetic sound that comes from within the world of the film that you may hear as you are watching the movie. For example:

• Joe’s typewriter when we witness the serpentine glide of the camera into his exposed room
• The camera flashes in the opening scene and the loud and abrupt car noises from the car chase scene
• The telephone ringing as Max calls Joe at the party
• The band playing tango music during Norma and Joe’s dancing scene

Furthermore, musical repetition is also very common within the film as some themes are repeated but transformed or altered musically to convey a contrasting mood. For example, in the scene where Joe tries to flee from Norma but Norma eventually murders him; the music being played is a tortured, slow-motion version of the opening car chase theme. Hence, the musical repetition of Joe’s opening car chase theme signifies how it foreshadows the tragic ending that he faces as he continues to chase the unattainable dream of Hollywood.

Another example is when Norma prepares for her ending close-up and she descends the staircase into a complete state of megalomania - the music shares the harmony of the tango theme but is transformed into a distorted parody. Through the bombardment of notes, alternation of tremolos (reiteration of notes) and the use of dramatic chromaticism (interspersing of obscure chords) it represents the dramatic changes in emotion and the deterioration of Norma’s mental sanity in the finale.

Costuming & Appearance in Sunset Boulevard

In contrast to a multicoloured film which can showcase a variety of decorative aspects within the setting and characters, creating a black-and-white film has its drawbacks. Especially with a vibrant and overly-decorous character like Norma Desmond, the production cast needed to go the extra mile with costuming to provide a clear visual portrayal of different moods, impressions, influences and the backgrounds of characters. 

Edith Head’s (Sunset Boulevard’s costume designer) costuming in the film plays an integral part in building characterisation and forming a clear contrast between the character personas.

‍‘For black and white picture you must have more of everything’ - Head

If we take a look at Norma Desmond’s clothing, hers reflects the Byzantine indulgences of the silent era. The garish avalanche of accessories, oversized jewellery and the prominence of fur and peacock feathers are typical of silent era glamour. It also aligns with the gaudy decorations and art nouveau of the interior of her mansion, representative of her conspicuous wealth.

Norma also embodies a vampiric character which Head portrays through Norma’s hair concealed under a turban; her large, dark glasses; her dark, silk clothing and her long, looser silhouette gowns (emblematic of the antiquity of the 1920s). Norma’s showy indulgence in her decorative wealth and clothing is not only emblematic of her persona but is also portrayed through her over-dramatised theatrical gesticulations which accompany and further give insight to her deranged state.

The recurring motif of the leopard print (on her turban, her gowns and on her automobile), becomes significant, as Head purposefully uses this print to symbolise Norma’s predatory nature - Norma entraps and uses others like puppets for her selfish motives. The leopard print is portrayed mainly when she is with Joe, representing the way she has him like a ‘monkey dancing for [her] pennies’. 

On the other hand, Betty completely contrasts in her appearance and her attire. Her simple wardrobe consists mainly of dull suits, coats and skirts. With clothing that is less garish and having higher, modest necklines with neat, simple makeup and hair and with very little jewellery or fabric embellishments, Head not only portrays Betty’s young age but also her modesty and innocence.

Joe’s wardrobe deliberately changes throughout the film. Early on in the film, he is seen jobless, trying to make ends meet, wearing a flimsy, ill-fitting jacket and baggy trousers seemingly cut from an early bolt of polyester. After meeting, Norma complains about Joe’s style and takes him on a shopping spree to the best tailor in Hollywood, loading him up with well-tailored suits, six dozen shirts and a masculine (vicuna) overcoat that emphasises his build. He is also accessorised with custom-made shoes, cufflinks, watches, a gold cigarette case and a platinum key chain. While Joe’s fancy wardrobe symbolises new wealth, it’s not his own, but Norma’s. His monetary dependence on Norma leaves him helpless and humiliated when the salesman at the tailor insultingly adds ‘as long as the lady’s paying for it’. With the continual allusions to men’s clothing rather than women’s throughout the film, Joe becomes the one objectified as an object of Norma’s ownership. The contrast between Joe and Norma’s wardrobes shows the clear power imbalance between them, and thus, an overturn in gender norms.

The Legacy of an Eerily Timeless Film

Within the industry of Hollywood - whether in front of or behind the cameras - writers, producers, agents and stars (new and former) collectively are all victims of an exploitative and ruthless industry running on schadenfreude (thriving on individuals' misfortune). 

Whether it’s Betty’s tale of rejection, Joe’s ‘lack’ of writing talent or Norma’s long-forgotten time of fame, Sunset Boulevard unveils the perils of unbridled star adulation, the pursuit of fame and celebrity culture.

Whilst adopting auteurist principles, director Wilder paints a truthful and grotesque self-portrait of Hollywood’s true face, highlighting the ephemeral nature of an industry’s sickening star system; one that creates and exults stars and just as quickly forgets them. 

Through this seminal cautionary tale, Wilder seeks to confront a timeless audience with the intoxicating culture of the screens which has become a common reality nowadays and saturates many of modern-day social spheres.

‍Sunset Boulevard ultimately poses a warning to the audience of a much wider cultural disturbance of Hollywood’s addiction to the vanity of celebrity fame, excessive media consumption and the obsession of ‘needing to be seen’ - a warning which reverberates louder than ever within modern society today.

Glossary

Arch-ghost: main ghost-like character (like in a horror film).
‍Auteurist: (used for film directors) having a distinctive artistic style in their films.
‍Burgeoning: starting to increase or grow (rapidly).
‍Byzantine: clothing and accessories that are richly patterned and coloured, yet conservative originating from olden-day Istanbul.
‍Chiaroscuro: low-key lighting which produces an effect that contrasts light and shadow in black-and-white films.
‍Denouement: the finale/ending of the story arc, where conflicts and matters are revealed and resolved.
‍Elegy: a poem that mourns the loss of something (the loss of the silent era in this case).
‍Film D’auteur: a film that reflects the artistic personality of the film director/screenwriter.
‍Foile de grandeur: delusions of grandeur.
‍Intransigence: refusal to change one’s views and agree on a different reality.
‍Leitmotifs: A recurrent theme/motif throughout a musical/literary composition.
‍Megalomania: extreme state of delusional obsession with grandeur and of oneself.
‍Nösferatu-like: (Dracula-like), synonymous with vampire.
‍Pax Americana social zeitgeist: the state of national prosperity in American Society after WWII.
‍Redolence: strongly emblematic or nostalgic.
‍Solo alto flute mysterioso: Solo flute played in a lower key that is guided to be played to evoke a mysterious mood.
‍Synchronous sounds: Audio coming from the screen that lines up with what is shown on the screen.
‍Urbanite: someone who dwells/lives in the city or enjoys an urban city lifestyle.
‍Vaudeville: light musicals or entertainment acts popular in the 1900s, usually serving only a comedic or entertaining purpose.

For a detailed guide on Language Analysis including how to prepare for your SAC and exam, check out our Ultimate Guide to VCE Language Analysis.

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[Video Transcription 1]

Hey guys. Can you believe it is November already? Holy cow. Time flies so quickly. All my Year 12s have finished now, so if you're still here with me ... you must be in Year 11 or below, or you could be a Year 12 that's already finished, but you still enjoy my videos. I'm on to you.

If you didn't know already, I do have a personal YouTube channel. So head on over there if you guys have finished the year for English because I'd still really love to stay in contact with you.

I've previously done this segment before and when I started it, everyone fell in love with it. So I created the segment a while ago now, and I have done one article... Actually it was two articles so far. If you haven't looked at those ones, I'd recommend you go ahead and check it out.

But this one, I'm going to do a 2001 analyzing argument article. The reason why I choose really old articles is because I feel like the more recent ones you probably end up doing at school, or you will probably do it in your own time. If not, you've probably already done it. That's why I want to leave those ones to you guys, maybe eventually I'll get up to it. But I want to be able to show you guys a little bit more, so that's why I choose really old ones, but it's still relevant to the course. Don't think that just because it's done in 2001, which is forever ago, what, were you born there? Oh, my gosh. I just realized that some of you could have, yeah.

Anyways, the aim of today is just to go through the article, try to identify what the language techniques are and understand how they are persuasive or at least how the author intends them to persuade the audience. Actually, down the track we will talk more about structure, more at looking at arguments, that type of thing. But the goal here is more just about identification and understanding language techniques. So let's just get started.

With this particular one, you'll see that it is on a website, so you could analyze that in itself. But since I don't have it in front of me, I'm not going to, and I'm just going to look at the actual article itself.

"Keep healthy the informed way. Get in early. Get your Medi-Info card today." Automatically this might appeal to readers because it's saying "Keep healthy the informed way," as though if they don't take onboard whatever this person is recommending them, then they won't be informed and so they're missing out on something. There's also this sense of urgency, "Get in early."

"All of the world health professionals and their patients are waking up to the possibilities of the Medi-Info, MI Card." So "All over the world" is indicative of a global profile so this indicates that if it's good enough for the rest of the world, then surely it must be good enough for Australians like you and me. So that may invite readers to jump on-board with whatever this Medi-Info Card is about.

"Health professionals and their patients." "Health professionals and their patients" goes to show that if these people are recommending it and they are embracing the card, such as doctors or dentists or physiotherapists, then it's a really fantastic endorsement about that card and the product and what it's worth. Therefore, we should also support the product, too, either that could fall under the fact that they have credentials and so we trust them.

"Waking up to the possibility." So "possibilities" definitely has positive connotations. It's this idea of endless potential and so there is a lot to be gained from the card.

"Driven by breakthrough technology, the microchip-powered and credit-sized Medi-Info Card contains the info that carers and patients need to have now, on the spot, on time, on the screen." So "breakthrough technology" itself, "microchip-powered," they both indicate that this idea is cutting-edge. For us, this may persuade readers because there's this idea that the latest tech often means the most effective or it's most likely to enhance your living.

The fact that it's credit-sized means that it is also portable. It's lightweight. What do you think this could mean for readers? It's user-friendly. How does this persuade them? It could persuade a person to adopt this card and take it on-board because it seems like it's convenient, it's easy to use. And it's not going to be a burden on them because all they need to do is really just throw it into their wallet.

Now "on the spot, on time, on screen" really seems to push the idea of what do you think? Sorry, if it's out of focus. It's because I'm not looking at the camera. It could appeal to our desire to have things instantaneously. We're in the generation where things pop up in our face all the time, like notifications, shipping happens overnight. We just want things straightaway. So it could be that, but also this idea that this card is available any time and the information is accessible for you 24/7 so it's convenient. So I'll put that in below as well.

"This is the ultimate cool techno accessory." Okay. "Cool techno" itself is a bit of slang, or you could say that it's colloquial language to try to appeal to readers who may be interested in the latest tech, or people who want to keep up with the trend or the latest fashion accessories, for example. But there's this added benefit, it will actually save your life.

Then this person moves on to say, "Imagine you have an accident and are taken to hospital. Without the MI card in your wallet, can you be sure that vital information won't be missed? Think what the card might reveal." "Imagine itself" is a hypothetical situation. It's trying to get readers to see that the MI is a valuable tool. It has benefits that readers just cannot ignore and just between you and me, it could also appeal to our sense of FOMO. FOMO is not something that you would write into your essay itself, but there's this fear that if you don't have it, well, then what could potentially happen? It could be really bad.

So then there's all these dot points about what the card reveals, so it's those features, that for you, it comes back to the idea that all of these are the benefits that you can have. You can have also reassurance as a result because you know that all your information is there. People can access it when they need to, or when you're in times of need so then that in itself could relate to this idea of safety or comfort.

"All this and more can be downloaded fast from your MI Card. No forms to fill in. No stressful interviews about your medical history. No gaps because you're too stressed to remember your health details or insurance information." Okay. This idea that it can be downloaded fast is, again, convenient. It's not going to take up too much of your time. It's going to be really quick as well.

"No forms, no stressful interviews," so these two together will eliminate any of your negative experiences that you've previously had working with health professionals or the health sector. There's this idea of this simple, straightforward approach and this idea that there are no gaps, either. You might be fearful that because you're not providing all the information that you have because you just don't know it, then maybe you won't get the right type of treatment or people won't be able to look after you properly. But in this case, there's this sense of security that you'll be looked after.

"And there's more. It can even show you that in the event of your death, you want to live on as an organ donor." Organ donor itself has positive connotations. Everybody knows that if you're an organ donor, wow, you're very selfless and you're very giving, so this is like an added bonus that can make you feel better as a person. "You could give someone else the chance of a new life." If you're able to do this, it puts you in power, so you could say that you feel empowered as a result.

"What about security?" All of this section here maybe you could say specifically appeal to an audience who might be more concerned about security and about the information being put online or into this tool.

Then the rest of it, it's pretty straightforward as well. It'll work pretty much anywhere, so this idea that you're always going to be covered. "You can trust our technology. Get the Medi-Card Info today. Keep healthy the informed way," and then the rest of it, "Send in your stories of medical emergencies."

Because I just want to keep this short, I think I'll leave it there. You could say that with this part, there's this very enthusiastic tone that's carried through the entire thing. Okay, cool. So I am just going to leave it there. I hope that was helpful to some extent, just to get you started and to get you thinking about some of the language techniques that might be there.

How did you guys go? I would actually really love to hear what kind of language techniques you found in the comment section below. But if you've got any questions for me, then please leave them as well because I know I haven't gone into this in immense detail, but yeah, hopefully you're able to walk away and learn something from it.

So if you like this type of thing, don't forget, I have an online course that's called How To Achieve A Plus In A Language Analysis? There's lots and lots of information there and videos that are around five hours long for you. Around 300 students have taken the course and it's rated something like 4.5 and above, so hopefully that's a good indication that it is actually really helpful.

So next week when I see you guys, we're going to go into part two, the article where it's about the family doctor. So I'd encourage you guys to go and analyze that yourself, and then let's reconvene next Friday and work through it. Hopefully this will prepare you guys in Year 11 for your end-of-year exam. Bye guys!

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[Video Transcription 2]

Hey guys, so welcome back to part two. If you were here last week, then you know that I have already analyzed part one article for you and now we're moving into part two. You can just download the PDF for this language analysis article just down below in the description box, but let's just get started. Okay, so, "I am a doctor with over 35 years experience." So automatically this doctor is establishing his credentials. So with credentials, it usually means that as an audience, we are impressed and we are respectful of this person and trust their opinion, especially if it's 35 years. "I know what it is to be called to a local school in an emergency and find a child suffering from asthma, unable to tell me what medication has previously been prescribed. I know what it is to see older patients, day after day who experienced wariness and confusion in trying to remember all the medication they are taking."

So when he says, "I know what it is," these are first hand experiences. It shows, again, and compounds on the idea that this guy is indeed experienced in the field and we should trust anyone, I guess, we should kind of trust the doctor, right, because he's exposed to this type of stuff every single day. It also shows that he is empathetic, which is a great quality to see in a doctor, because he seems to suffer as well when his patients are suffering. So with that in mind, as an audience, we are more inclined to like him and to value his opinion because he has directly been impacted as a result. When he talks about a child with asthma, it's a very interesting scenario to choose, he could have talked about anyone, he decides to talk about a child.

So potentially what this could do is appeal to a particular audience, for example, it could be parents, it could be other people suffering asthma, for example. But let's say if we're parents, generally we're... I say, we like I'm a parent, I'm not a parent. But we're protective towards young people, and you want to remove them from needless suffering as a result. Again, "Those who experienced weariness and confusion," potentially that could appeal to the elderly. So, if you're somebody who's older and you're starting to experience the fact that you're getting a little bit confused or you're forgetting things, then this might really appeal to you and speak to you because it could be the answer that you're looking for.

"I recently heard about the pain and distress of a patient who suffered an epileptic fit while far from home. Unfortunately, everyone around him, unaware that he had mild fits, assumed he was drunk and ignored him." So this part here, like recalling a story, it shows the unfairness of the situation. That this person who was having epileptic fit, would have a much more positive outcome should he have had an MI card. And we feel sorry for him because nobody should have to experience their illness and be alienated or judged on by the community or by the public. So as a result, we may be encouraged to go out there and get our own and MI card or recommend our friends or family who we know are, who may be suffering from illnesses to get an MI card. "We can all sympathize with this lad", so that itself is quite easy. What is it, guys? Inclusive language.

So if you don't know already, inclusive language engages the audience because it encourages them to feel included and responsible in whatever the author is talking about, so we feel like there's something that we can do in this case. "This lad," that's quite colloquial, why do you think he does that? So maybe it shows that this doctor isn't just a doctor who's distant and unfeeling, but he sees us, patients, as people and as friends, people that he cares about. And so, again, we're more inclined to listen to this doctor because we see him in a positive light. "He can no longer feel confident when he goes out." So this is, again, like so unfair, nobody should go out and feel like they can't be confident. If this is something that's taken away from the person, but a Medi-Info Card could help relieve them of that, then maybe they should do it, maybe we should stop advocating for MI cards.

"We can all sympathize," do you guys know what that is? Generalization. Generalization is when it's indicated that everyone agrees, like we can all sympathize because if you don't seem like you sympathize, well then you're kind of that a-hole in the corner that's like being rude and not caring while everyone else is. So of course you're kind of more inclined to want to agree and sympathize and therefore support MI card. "As a doctor," so yet again, that kind of goes back to like the credentials.

"I know that in emergency, he would have been given vital help he required immediately." So this sense of instantaneous, there's no waiting involved, everything happens straight away. So we can trust Medi-Info, it's going to do its job at making sure that people are well looked after. "All Australians," same thing, generalization. "Young or old, sick or well, bush or city, close," so this starts to appeal that to lots of different people. "Lives that are free from anxiety," so appeals to their sense of freedom or this idea that this person couldn't feel confident anymore. We don't want them to go out there and feel anxious either, right?

You can see from all the different lines and where they're going, that I try to make connections to other parts of the article as I go through the piece, because I think it's really important to be able to look at things on more holistic scale than rather just one thing on a micro level. This means that you're able to better understand the contention, as well as the arguments that the author uses to build up that contention.

So let's finish this one off, "The Medi Card doesn't waste people's time," for people who are very conscious of their time and want to be productive, it could appeal to them. "Safe and secure," excellent, so we know that. We spoke about this last time with the MI, giving you security and comfort. And also you can also say that there's alliteration here, it's just as a side note though, I would much rather you guys talk about security and safety and how that appeals to people.

And "My work as a doctor would improve," I mean, if you really wanted to, you could even like put that together with as a doctor, and then it goes back to credentials. "If I had more time to talk to my patients, they would be improved." Duh, duh, duh. Cool. "To me, your Medi-Info Card means peace of mind for everyone." Okay, so what do you guys think of that? I'm not going to analyze it, I'm going to ask you guys to analyze it and put it down in the comment section below for me. So with this one, I analyzed a lot, but I'm sure there's still heaps more that I haven't quite looked at. And so I want you guys to put down in the comments below, what are the different types of analyses that you've pulled from this article, let's share around and help each other out.

The more we can collaborate and work together, the more we can lift each other up. So if you needed more help with analyzing arguments, you guys can definitely check out my study guide where I have an entire section, which covers everything from how to analyze, language technique list, structure, high response essays, low response essays, so you can see the difference and everything is annotated for you in those essays so that you understand why they actually did well or not so well. So that's it from me, I will see you guys next Friday, and chat to you then. Bye!

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If you'd like a comprehensive explanation of everything you need to know to ace your SAC or exam, check out our How To Write A Killer Language Analysis ebook.

We’ve explored historical context, themes, essay planning and essay topics over on our Like a House on Fire by Cate Kennedy blog post. If you need a quick refresher or you’re new to studying this text, I highly recommend checking it out!

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[Video Transcript]

‘Liz sits there helpless’

• From the beginning of the short story we can see that Liz isn’t, or doesn’t feel in control of her situation. The step by step process where she needs to ‘put the key in the ignition and turn it. Fire up the car and drive away’ showcases how the smallest details of starting the car, something that should be so simple instead requires immense mental effort on her behalf.

‘And he’s in there, alone, where she’s left him’.

• Her guilt bubbles to the surface here because it’s as though she’s the villain here, and she’s to blame for leaving him alone.

‘Abandoned him to a roomful of rampaging strangers’

• What’s really interesting here is her description of the other children. Instead of seeing this as an opportunity for Daniel to befriend others and have a great time, she describes them as ‘rampaging strangers’, giving us a sense that Daniel is subject to an unfamiliar environment that is wild, frenzied, rioting.

“Guerilla warfare”, “Jungle gym”, "seasoned commanders”

• These "fighter” phrases reveal Liz’s anxious mindset, as she imagines a world where her son is almost in the wilderness, every man for himself, as though it’s the survival of the fittest - and which Liz so fearfully express, “not that there’s going to be anybody with enough time to notice that Daniel needs help”, is not an environment where Daniel belongs.

“She digs in her bag for her lipstick, her fingers searching for the small cylinder, and pulls out a crayon, then a battery, then a tampon, then a gluestick.”

• Her everyday objects are splashed with Daniel’s belongings - the crayon, the gluestick, and demonstrate how intertwined her life is now with her child. This foreshadows her return to her pre-baby life - that things will not be the same.

“The smell of the place, that’s what throws her, the scent of it all, adult perfumes, air breathed out by computers and printers and photocopiers.”

• Even her sense of smell betrays her being away from Daniel. There’s a sense of alienation, of nausea that shows readers like us that Liz doesn’t feel like she belongs. This is in contrast to later in the story when she is reunited with Daniel and is comforted by ‘inhaling[ing] the scent of him again’.

“Same computer, same shiny worn spot on the space bar…"

• The repetition of ’same’ actually heightens how much has actually changed for Liz. Her entire world is now Daniel, whereas everything in the office is as it used to be. Therefore, there’s this sense that the people’s lives in the office remain unchanged, highlighting again Liz’s alienation.

“Yeah, yeah, yeah, they’re right, of course they are.”

• This sarcastic internal monologue reflects Liz’s current state of mind, where she’s experiencing a disconnect from her coworkers, and ’the land of the living’.

"Delete, she presses. Punching the key like a bird pecking. Delete, delete, delete.”

• We can feel Liz’s exasperation at this stage. The simile ‘like a bird pecking’ automates Liz’s actions in the workplace, as though she is doing it by switching to a ‘mechanical form’ of herself. The repetition of ‘delete, delete, delete’ gives us the sense that she’s frustratingly attempting to ‘delete’ her self-acknowledged, perhaps over-the-top anxiety surrounding Daniel, or trying to delete herself out of her situation. Whichever is unclear and left up to interpretation. Perhaps both ring true.

‘Returning to work after maternity leave’

• Liz’s narrative interspersed with new mum’s pamphlet. The juxtaposition of the pamphlet’s words ‘being a stay-at-home mum can begin to seem mundane and repetitive’ is contrasted with Liz’s love of motherhood - she is at odds with what society tells her she should be feeling.

‘[Daniel]’d have his thumb in his mouth right now. Not smiling, that’s for sure.’

• There’s a self-projection of anxiety here with Liz  assuming that the childcarers are unable to look after Daniel properly, and that he’s suffering.

‘God, these endless extended moments where you’re left in limbo, the time dangling like a suspended toy on a piece of elastic.’

• This simile highlights how her mindset is completely consumed with Daniel, as she likens her daily experiences with objects and things related to Daniel and childhood. She struggles to switch between her identity as a mother, and her previous identity as a colleague in the workplace.

‘Caroline, Julie and Stella had laughed dutifully enough, but their faces had shown a kind of pained disappointment, something faintly aggrieved.’

• Perhaps this is Cate Kennedy's commentary on society and motherhood. The expectations others have on you as a new mother, and how you should be feeling.

‘He doesn’t run over when he sees her’.

• The opening of this chapter is blunt and brutal. Liz has longed to see Daniel all day, her anxiety getting the best of her, and yet at the moment of their reunion, it’s not as she expects. In this sense, we can to feel that Liz is very much alone in her anxiety and despair and, not the other way around with Daniel.

’She’s fighting a terrible nausea, feeling the sweat in the small of her back.’

• Unlike other stories in this collection, her pain isn’t because the absence of love, but because of its strength. Her love for Daniel is so intense that it’s physiological, making her unwell to have been away from him.

‘Cake’

• The symbol of cake represents her pre-baby life, a time when she was concerned with the ‘account of Henderson’s’ and ‘delete fourth Excel column’. Her priorities have now shifted, and the celebrated ‘cake’ tradition in the workplace, one that is at the centre of several conversations, is no longer to significance to Liz. Her husband, Andrew’s attempt to celebrate Liz’s first day back at work with cake is highly ironic. The societal expectation that Liz is happy to be back at work even extends to her husband, and heightens how Liz is very much alone in her experience.

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If you found this close analysis helpful, then you might want to check out our Like a House on Fire Study Guide where we analyse EVERY story in the text and pinpoint key quotes and symbols!

Watch our YouTube Video on Like A House On Fire Essay Topic and Body Paragraphs Breakdown

Resources

Like a House on Fire by Cate Kennedy

Like a House on Fire Essay Topic Breakdown

How To Get An A+ On Your Like A House On Fire Essay

Close Analysis Of 'Cake' From Like A House On Fire