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

Summary

Grenville’s novel follows the life of protagonist, Lieutenant Daniel Rooke in his journey with the first fleet. Rooke’s primary conflict is his choice between his moral conscience and duty as a soldier. Because he is aware from an early age that he is out of step with the world, he tends to be more reasonable in his way of dealing with conflict. His final response to his inner conflict is to stand strongly by what he believes.

The Lieutenant at its core is a journey of self-discovery as Daniel Rooke navigates the immoral waters of British imperialism and its impact on the indigenous Australians. Becoming closer to Tagaran, Rooke attempts to bridge cultural barriers through the transformative power of language. Rooke observes the scissions created by violence and the perhaps misplaced Western superiority and is perpetually torn between his moral intuitions and his obligations and duty as a Lieutenant.

TIP: Have an understanding of the historical context behind The Lieutenant as well as the real life people that Grenville loosely based her novel off of. This means having a grasp on the first fleet, the British colonisation of Australia and important figures such as Bennelong.

Themes

TIP: I have included some examples from the text but this list is by no means exhaustive, occasionally there is a repetition of examples. It’s important to remember that examples are versatile and can be applied to many different themes and ideas. Feel free to add and explore how other examples might enhance these themes.

Language

Language dictates commonality and communication, yet to Rooke he discovers that central to the power of language is the willingness to cooperate, patience and respect. Throughout Grenville’s novel, however, it is clear that language can not only dispel the lasting vestiges of misunderstanding but it can also form the basis for racism and violence. It is through our language itself that reveals our biases.

The language of racism

• Weymark refers to the Indigenous men during their first encounter as “mister darkie” etc. each a patronising euphemism concealing his arrogant notions of superiority

The limitation of language to accurately portray and convey a moment

• “what had passed between Tagaran and himself had gone far beyond vocabulary or grammatical forms” (pg186)

The language of violence

• “what it said was I can kill you. He did not want her to learn that language. Certainly not from him” (pg224)
• “Violence had an enlivening effect. As long as someone else was the victim it made the blood pump, gave the world an edge of glamour” (pg239)
• “Gamekeeper. He wondered whether that word had killed Brugden” (pg240)
• “The gun is the only language the buggers will understand” (pg241)
• “war was a species of conversation” (pg108)
  

Assumed cultural superiority of British empire

The hierarchical nature of British Society stands in diametric opposition to the community-oriented system employed by the Indigenous Australians. This hierarchy defines their people by their contributions to “Her Majesty” and shames and “punish[es]” all those who fail to comply with the loose morals and violence condoned by the British colonists. This notion is elucidated through the exploitation of the natives and the nations reliance on oppression and servitude to maintain its imperial status, put simply: their strength is an accident arising from the weakness of others. It is on this foundation that Grenville explores the violent treatment of the natives by the British and even their treatment of their own people.

• “In the world of Church Street, Benjamin Rooke was a man of education and standing and a father to be proud of. At the Portsmouth Naval Academy a mile away, he was an embarrassment” (pg6)

• “So we punish…. Every man is the same. If he steals, he is punished… It was interesting to hear that magnificent idea – the product of hundreds of years of British civilisation – spelled out so plain”(pg195)
• This was justice: impartial, blind, noble. The horror of the punishment was the proof of its impartiality. If it did not hurt, it was not justice.” (pg197)
• “By god they are savage… Dirty too, look at the filth on them”
• “they may be savages, we call them savages. But their feelings are no different from ours”
• Weymark resorts to derogatory name calling, urging on “my black friend” and “Mister Darkie” in his base supplications

Power of conscience

The morality that is ingrained in Rooke from the onset aligns quite naturally with our own moral standards. Yet Grenville encourages readers to explore the difficult choice between morals and disobedience. Rooke faces such a choice. To obey an order to accompany an expedition to capture or kill six indigenous men, this forms the central conflict of Grenville’s novel. As elucidated through both Rooke and Gardiner, moral acts that defy the expectations and “orders of Her Majesty” are deeply frowned upon.

• “But Rooke, think: this is not a request, it is an order” (pg246)
• “…spell out the consequences of refusal.” (pg248)
• “… the service of humanity and the service of His Majesty were not congruent” (pg249)
• “I am sorry to have been persuaded to comply with the order. I would not for any reason ever obey a similar order” (pg285)
• “your orders were a most gravely wrong thing, I regret beyond my words my part in the business” (pg285)
  
  

Violence

Violence is central to the operation of imperialists as the British tightens its grip on the Indigenous Australians. Grenville emphasises that the power sought out by the British empire will always come at the expense of the natives. Violence and force are used to assert power, confirm boundaries around usurped land, promulgate fear and discourage resistance. The gun becomes a symbol of the violence and force of the settle and they show little intention of relinquishing the dominant position that the gun affords them.

• The punishment for the mutineers of the Renegade reinforces Rooke’s understanding of institutional power and violence as one lieutenant is hanged in a gruesome spectacle and the others dispatched into a nameless void.
• Weymark is determined to affirm his dominance and establish the white man as a powerful force
• Brugden’s increased freedom with a weapon results in violence towards the natives which culminates in the kidnapping of the two native men who are “grabbed” against their will
• Brugden’s unchecked brutality, and Gilbert’s excessive use of force, highlights the colonialists’ use of violence as a means of achieving their goal

Duty, service, obedience and the military life

Conforming to the pressures of the British Empire, Rooke joins the marines and complicitly serves without attempting to question the morality behind his actions. Importantly, he joins the marines not out of patriotic pride, but because he believes it will aid him to pursue his academic curiosities and steer away from violence. Yet it only brings him closer to the reality that lurks behind the ostensibly moral quest of British imperialism.

Character Analysis

TIP: Whilst The Lieutenant focusses on Rooke’s experiences, you can’t neglect the minor characters in the novel, they are there for a reason! Think about how these characters are similar or different, how their stories contribute to Grenville’s overall message and their relationship with the central protagonist Rooke. ‍

Daniel Rooke

Analysis

• Lieutenant on the first fleet
• Awkward
• Struggles to articulate his thoughts and emotions as he is afraid of being “out of step with the world”
• From a young age, Rooke’s interactions with others has made it clear to him that he is different. As such this dictates his response to conflict: blaming himself or withdrawing. His connection to Tagaran through mutual empathy demonstrates his ability to overcome conflict through mutual respect
• Rooke is bound by duty to Her Majesty yet finds his missions in conflict with his innate instinct for moral righteousness

Supporting quotes

• “quiet, moody, a man of few words”
• “he had no memories other than of being an outsider”
  

Silk

Analysis

• Captain on the first fleet
• Stands in contrast to Rooke in every respect
• Storyteller that is obsessed with his narrative
• Ignores the cruelty and violence of the Imperialist expedition in favour of an interesting story
• Blinding opportunism that undermines his integrity
• His tendency to gloss over the violence committed in the name of Her Majesty reflects his loyalty to the expedition

Supporting quotes

• “man whose narrative was so important to him”
• “a storyteller who could turn the most commonplace event into something entertaining”

Tagaran

Analysis

• Connects with Rooke through their mutual love for learning and language
• Tagaran voluntarily engages with Rooke in his quest to understand their language, this surpasses the clumsy and mandatory lessons imposed on Boinbar and Warungin.

Supporting quotes‍

• “Forthright, ferless, sure of herself, she looked to him like a girl who had already mastered whatever social skills her world might demand”
• “a clever child like Tagaran was the perfect choice: quick to learn, but innocent. Curious, full of questions but only a child”

Gardiner

Analysis

• Gardiner acts as a foil character to both Silk and Rooke, sharing the same trials and tribulations as Rooke however responding differently than Silk
• Rooke’s friendship with Gardiner establishes the grounds for their later discussions on language, the treatment of the natives and the imperialist machine as Gardiner sets an example of the consequences of going against the duties required of him
  

Brugden

Analysis

• Brugden is portrayed as an essential element of colonising and the survival of the British fleet. As an embodiment of violence, Grenville suggests that integral to the operation of imperialism is crude and unwavering violence

• “Brugden, out there in the woods, that powerful chest… He would be an efficient killer”

Supporting quotes

• “Something had happened out there in the woods about which Brudgen was remaining silent”

• “The prisoner, taller than anyone else, his powerful frame half bursting out of its thread bare check shirt…”  

Lancelot Percival James

Analysis

• Family of slave owners, product of the empire
• Rooke’s inability to understand James is symbolic of his values not aligning with that of the British empire. It foreshadows his later conflict with the value of the empire
• James symbolises the derision of the British hierarchy
  

Supporting quotes

• “Gamekeeper! The word suggested the society that Lancelot Percival James had boasted of at the Academy… But New South Wales was no gentleman’s estate… and the gamekeeper was a criminal who had been given a gun” (pg91)

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By the way, to download a PDF version of this blog for printing or offline use, click here!

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Interesting Points of Analysis

Silk’s Narrative

• Why is Silk obsessed with documenting the first fleet? What does he seek when he writes?

Rooke’s job as an astronomer

• Initially signing up for the first fleet as an astronomer, Rooke’s job is supposed to be observing comets and stars yet when he arrives he is tasked with a multitude of laborious tasks that hinder his astronomical work. In what ways does this act as a microcosm for the imperialist mission in Australia?

VOCAB: microcosm - a situation or event that encapsulates in miniature the characteristics of something much larger.

Rooke’s life in Antigua

• Why did Grenville include this section? What does it add to Rooke’s journey? Why does Rooke choose to do this?

Third Person Omniscient Narration

• Written from Rooke’s perspective, whose opinion do we hear the least of? And what unique perspective does Grenville’s choice of narrative perspective offer us?

Language

• Grenville’s language reflects Rooke’s love for language. Her choice of imagery reveals Rooke’s way of seeing the world. For example, “crescent of yellow sand like a punctuation mark” accentuates Rooke’s tendency to observe his world as a linguist might and  highlights Rooke’s deep connection with language. Likewise, Rooke’s perception of a gun that speaks a language that “does not require listeners” emphasises his natural tendency to think as a linguist. Grenville does not write in an overly complex, dense or poetic way in order to mirror Rooke’s tendency to view things logically

Setting

How does the setting that Rooke finds himself in mirror or parallel the emotions that he experiences?

• Naval Academy (Portsmouth)

• “just another world that wrenched him out of shape”
• “sucked out of his spirit and left a shell being”
• “closed in on itself”, “narrow”, “squeezed tightly”

• Sydney Cove

• “There is nowhere in the world that I would rather be”(pg97)
• "On the northern shore, high dark prows of headlands hung over the water, the sombre woods pressing down into their own reflections. To the south the land was lower, each bay and promontory shining with the glossy leaves of mangroves. Now and then between them a crescent of yellow sand was like a punctuation mark” (pg89)
  

TIP: Just like the minor characters I mentioned before, meaning and themes come from all aspects of a novel not just plot points and major characters. By including niche examples such as the setting or the narrative perspective, you can demonstrate that you have a really thorough understanding of the text!

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Video Transcription

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This video’s takeaway message focuses on tackling essay prompts that include quotations. The extra quote with the prompt can seem superfluous, but often, they can provide hints about how to tackle or challenge the essay topic. It is there for a reason, and if you are familiar with the quote, I would recommend that you try to incorporate it into your essay!

Before we unpack today’s essay topic, let’s have a look at background information.

Kate Grenville’s The Lieutenant explores the commonality of the human spirit amidst tumultuous conflict during the First Fleet’s arrival in Australia in 1788. Drawing upon the true experiences of William Dawes, a British astronomer and one of the lieutenants to travel with the First Fleet, Grenville crafts a work of fiction inspired by Dawes’ “two little blue notebooks” detailing his growing understanding of the Aboriginal language Gadigal and his conversations and connection with Patyegarang, a young Aboriginal girl.

The ability for two individuals from completely different worlds to transcend their differences in order to share cherished moments and understandings together is exemplified in The Lieutenant, alongside the rife external and internal conflicts which threaten such relationship.

Today’s prompt is:

“But a man could not travel along two different paths.”

How does Grenville explore Rooke’s conflict of conscience in The Lieutenant?

Start off with focusing on the keywords in this prompt, especially the phrases that resonate with you for Steps 1 and 2 of brainstorming (which I have previously covered in other essay topic breakdowns.)

In particular, let’s have a look at the phrase “conflict of conscience” as this captures the essence of the prompt and what you will need to discuss in your essay.  

Conflict of conscience suggests internal conflict, which implies that we will need to consider morality and the concepts of right and wrong, especially when a difficult decision must be made and ‘sides’ need to be taken.  

Conflict itself is a central theme of The Lieutenant, however, it is important to recognise that this topic considers conflict through the narrower lens of ‘conflict of conscience’. This means that in your discussion, the relevance to the prompt is crucial to keep in mind to ensure you are actually answering the question!  

But first, let’s analyse the quote:

“But a man could not travel along two different paths”

This quote alludes to Rooke’s realisation regarding the reality of his identity, not only as Tagaran’s friend or “kamara” but also as a soldier or “Berewalgal". The resignation and recognition of the impossible – that is, for Rooke to continue attempting to appease both ‘sides’ without making critical decisions about who and what he ultimately valued more - is evident in this quote. Hence, this quote refers to the conflict of conscience he experiences and provides us with an insight into not only his character but also conflict itself.

Why is it not possible for a man to travel along two different paths?

What would happen if he tried?  

Why was this realisation important for Rooke, especially for his character and development?

These are the kinds of questions coming to mind upon seeing that quote alone, which all provide hints as to how I might tackle this prompt.  

Now that we have looked at a few ideas related to the question, we’ll now move into potential paragraphs for this essay.

Paragraph 1: Grenville’s utilisation of Rooke’s perspective in detailing his thought processes, observations and realisations reveals the facets of Rooke’s character contributing to his internal conflicts.

Remembering this is a ‘how’ prompt, we want to be analysing ways in which Grenville explores Rooke’s conflict of conscience. In this paragraph, I have chosen to focus on the raw and intimate expression of his inner thoughts and consciousness as the ‘how’ aspect.  

The detailed perspective reveals Rooke’s naivety in assuming the possibility of maintaining a peaceful connection with Tagaran and the Aboriginal community amidst turbulent and violent times. Consequently, it highlights his realisations regarding the morality of the conflicts he is involved in, and how despite one’s admirable intentions, “a man could not travel along two different paths” without facing dire consequences for their actions.  

Questions I might ask myself here include: why does Rooke initially try to deny the reality of his situation? What does his preference for a peaceful and accepting approach towards the Indigenous Australians suggest about his approach to conflict?

This cognitive dissonance ultimately contributes to his internal conflict between the value he places in his connections with Tagaran and her community and in his duties and obligations as a lieutenant. As readers, we come to realise the duality of this conflict in Rooke’s mind through the limited omniscient third person perspective, which provides us with an insight into Rooke’s shifting understandings of Indigenous people, conflict and even himself.  

I would then continue unpacking these changing understandings, especially ones relevant to his character which reveal his internal conflicts further. ‍

Paragraph 2: In addition, the stark contrast between Rooke’s approach to his conflict of conscience and other soldiers’ approaches underscores the rationale behind his actions and the stakes ineluctably linked with his choices and morality.  

This paragraph’s analysis revolves around Grenville’s inclusion of a host of different characters and outlooks - from Indigenous Australians to intransigent Colonial perspectives. I would emphasise the importance of juxtaposition between these different perspectives as it elucidates the values and beliefs underpinning each individual’s choices, especially during conflict.  

Although the core of the essay discusses internal conflicts, highlighting the connection between internal and external conflict would add another layer of complexity to your essay. Rooke’s conflict of conscience results in his permanent departure from Australia, and fleshing out the ramifications of dissent and opposition towards other Colonials is key in demonstrating your understanding of the complex and intertwined nature of conflict.

Paragraph 3: Through the detrimental implications of Rooke’s initial conflict avoidance, Grenville’s focus on his subsequent self-awareness to unite his morals and his actions highlights the strength of his character to resolve his internal conflicts to prevent further perpetration of injustice towards the Aboriginal population.  

Here, I am having a closer look at how Rooke's encounters with his conflicts of conscience and the repercussions of his actions in attempting to take a ‘middle-ground’ stance catalyse his development as an individual - in particular, how it solidifies his moral stance and his decision to act in a manner that reflects his beliefs.  

By showing Tagaran how to load the gun but not how to fire it, or by accepting the navigator role but distancing oneself from the group, he endeavours to avoid conflict with either ‘side’. However, passivity is a stance within itself, and in the case of the treatment towards Indigenous Australians, Rooke’s silence in not rejecting the actions of other “Berewalgal” inevitably enables injustice to continue.  

It is only through his understanding that non-committal actions also incriminate him as a perpetrator that his choice to sacrifice his Colonial obligations for taking an active stance to fulfil his moral obligations comes to light. This reveals the role that internal conflicts may have in inciting powerful change and realisations in an individual.  

The complexity of internal conflict can be difficult to discuss, but by using the quote provided in the prompt and asking yourself questions about the implications of the quote, we are able to delve into and construct a sophisticated understanding of The Lieutenant and of conflict itself.

LSG-curated sample essay topics for The Lieutenant

Now it's your turn! Here's a list of essay topics for your studies:

1. The Lieutenant demonstrates how an individual's true self emerges in the face of conflict.' Discuss.
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2. 'The Lieutenant shows the catalysts for miscommunication and misunderstanding between the First Fleet and the local Aboriginal population.'
   Discuss.
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3. 'The Lieutenant presents a society where sustained, amicable relations between the "Berewalgal" and the Aboriginal population were impossible.'
   Do you agree?
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4. “But a man could not travel along two different paths.”
   How is Rooke's conflict of conscience explored in The Lieutenant?
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5. 'Rooke's own differences furthered his understanding of and connection with Tagaran.' Discuss.
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6. "You did not learn a language without entering into a relationship with the people who spoke it with you."
   How is this concept explored in The Lieutenant?
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7. "The intention of evil was there which is all that God see when he looks into our hearts." 'Grenville explores the importance of intention over action in The Lieutenant.'
   Discuss.
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8. Why are Rooke's realisations about and outlook on the world an anomaly?
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9. 'The Lieutenant explores how social change can only happen with dissent and non-conformity.'
   To what extent do you agree?
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10. How does Grenville construct morality in The Lieutenant?
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11. 'Rooke discovers that exploration of the self is crucial in shaping one's sense of identity.' Discuss.
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12. 'It is easier to resist change than to enable it.' How does The Lieutenant demonstrate this idea?
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13. 'In The Lieutenant, it is the individual who determines what is possible and what is impossible.' Discuss.
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14. "If he were to go back to that night on the sand of Botany Bay, would he make the same choice again, knowing that this was where it would lead him...?"
    How does Grenville explore how and why difficult choices are made?
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15. 'Intransigence and a sense of superiority ultimately prevent unity in New South Wales.' Do you agree?

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8. Resources

Download a PDF version of this blog for printing or offline use

As non-native speakers living and studying in Australia, we would want nothing more than to improve our English skills both for the comfort of living in an English-speaking country and our career prospects. This blog aims to change the belief that only the naturally talented language learners can do well in the EAL exams and helps ESL speakers better their writing skills.

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Contents of this study guide:

1. Knowing Your Sentence Structure
2. Expand Your vocabulary
3. Grammar
4. Build Your Own 'Essay Formulas'

1. Knowing Your Sentence Structure‍

I cannot stress how important it really is to really know your sentence structure and grammar because, without a solid understanding of how it is supposed to be structured, grammatical errors can easily be made which will preclude you from articulating your ideas in the clearest manner possible.

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Simplest form: Subject + Verb + Object

Example: Arthur Miller’s play The Crucible (S) is (V) an allegory for the McCarthyism trials (O).
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While not all sentences have objects, it is not a sentence without a subject and a verb that goes with that subject. Sometimes you can have more than one subject or more than one objects:

Variation 1: Subject 1 + Subject 2 + Verb + Object or Subject 1 + Verb + Object 1 + Object 2

Example: Both To Kill a Mocking Bird (S1) and V for Vendetta (S2) present (V) a strong protagonist (O1) that advocate for their beliefs.

Example: The eponymous character Medea (S1) is (V) a diatribe against the patriarchal society (O1) and a paradigm of Hellenic women (O2).

Dependent clauses and linking phrases can also be added to improve the flow of your writing and enrich your ideas. They can also be used to ensure that your writing remains concise and coherent.

Variation 2: Clause + Subject + Verb + Object or Subject + Verb + Object + Clause  

Examples of dependent clauses:

- In addition (C), Brooks (S) also demonstrates (V) the ways in which individuals can start questioning their ideology in time of crisis (O).

- Set in a patriarchal society (C), Women of Troy (S) warns (V) the audience of the detrimental consequences of wars and the ways in which innocent bystanders are affected by them (O).

- As the story unveils (C), it (S) becomes (V) more difficult for the audience to sympathise with the titular character (O) due to his many flaws (C).

Examples of linking words:

EMPHASIS: Undoubtedly, Particularly, In particular, Specifically, Especially, Obviously, Clearly

ADDITION: Additionally, In addition, Furthermore, Also, Plus, Moreover, Besides

‍CONTRAST: Unlike, Nevertheless, On the other had, Conversely, Despite, In spite of, Whereas

It never hurts to have some sentence structured memorized if you are not yet fluent. For instance, have a few sentence formulas for each essay type that will be in the exams.

Text response:

- In particular, the protagonist (verb) (object), which enables the audience to (verb).

- This thereby (verb) the audience to (verb).

- While the character (verb) (object), the audience still (verb) as (pronoun) (verb).

- From the outset of the (text type), the writer presents (character’s name) as (adjective), (verb +ing) the audience to (verb).

- This is epitomized/ exemplified through the way in which the writer (EVIDENCE), seeking to (EFFECTS ON READERS) through (TECHNIQUE)

Language Analysis:

- By (TECHNIQUE + EVIDENCE), the writer (ARGUMENT e.g. fortify the notion that technology is more beneficial than detrimental), thereby (EFFECTS ON THE AUDIENCE)

- So as to (ARGUMENT e.g. amplify the cataclysmic effects of such behaviours on the society), the write (TECHNIQUE) This in turn/ thereby/ therefore (EFFECTS ON READERS) as EVIDENCE e.g. the writer posits _______).

- Compounding this notion with (TECHNIQUE) the writer ARGUMENT) in order to (EFFECTS ON THE AUDIENCE) as the (EVIDENCE e.g. term “slaughter” invokes connotations of brutality and destruction).

- This notion is bolstered/ fortified/ augmented/ amplified/ accentuated/ magnified through (TECHNIQUE/EVIDENCE).

2. Expand Your Vocabulary

While it is sometimes helpful to memorise words from glossaries found on the Internet, it is not the most the effective way to thoroughly improve your vocabulary. In fact, learning words from a glossary or dictionary by heart can often lead to students misusing the words due to their misinterpretation of the new words.

From what I’ve seen from my and other students’ experience, the best way to upgrade your word bank for your essays is to slowly word up from what you already know. Start off with a simple paragraph and you will see your writing get better after every time you edit or rewrite your paragraphs.

Avoid generic verbs

Words like “make” or “create” should be avoided at all cost because there are often words with connotation that can replace generic terms. For instance, instead of saying “the writer makes the audience sympathise with the characters, you can say “the writer compels the audience to sympathise with the characters”. Replacing words like “make” with words like “compel” improves your writing because unlike the first sentence which only mentions how the audience feel, the second sentence also focuses on the writer’s intention as the writer is using force or pressure to ensure the audience feels obliged to sympathise with the characters. It is always better to expand your vocab from what you already know rather than learning completely new words with new meanings you have never seen before.

Know the word’s connotations

Most English words have really clear connotation. An example of this would be how the term “slaughter” invokes connotation of brutality and destruction while the term “kill” does not evoke as many feelings within the reader.

Use strong adjectives‍

This is a way to avoid using generic adverbs such as “very” and “extremely”. “Exquisite” is a much more poetic sounding term than “very pretty” and “daunting” is better than “hard”. Having descriptive and expressive words at the back of your head will enable you to write paragraphs that will resonate within the readers, and by extension, boost your EAL results. I would highly recommend you build your own personal word bank for each of the writing section and re-use those words as many times as possible so those words stay engrained in your mind, making it much easier for you to look for words to write under exam condition.

It is also important to note that there is no fast-track way to improve your writing because memorizing a deck of vocabulary flashcards or a Quizlet topic will not get you what you want regardless of how good your memory is. Out of all the ‘fancy’ words that you learn from a glossary like that, you will probably only remember and use 1 or 2 of them. Vocabulary exercises will help you much more! You need to spend time practice using the words for them to be deeply engrained in your knowledge, which will in turn enable you to instinctively come up with better words to use.

If you’ve got a bit of extra time every week to work in your vocabulary, I recommend using the following books:

- Cambridge English Vocabulary in Use (Elementary or Intermediate): This book is suitable for students whose English is not yet fluent and proficient. Each of the topic only has a small group of words and there are short exercises that allow you to better remember the words.

- Cambridge English Collocation in Use (Intermediate): This book is suitable for mostly everyone because collocations not only will help you show off your English but will also improve your flow and coherence. For instance, “commit a murder” is a collocation, a group of words that go well together. It is not ideal to replace “commit” with anything else because “make a murder” just does not sound right.

- Sadlier Vocabulary Workshop (Level D to Level H): This series of books are not for ESL learners. They aim to strengthen native speakers’ writing skills and vocabulary, which thereby means that they are much more difficult. If you are already fluent and proficient, I highly recommend these books because they have a range of reading comprehension exercises that focus on a group of words and offer you heaps of exercises to practice that particularly group of words in different context as well! (Kill two birds with one stone because this will definitely help you nail that Section C short answer task!)

However, I do understand if you do not have the luxury of time, year 12 is hectic and is never a breeze. If that is the case though, try doing the following steps after finishing every of your essay.

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1. Write that one “perfect” essay – doesn’t matter if you take days to finish it

2. Have it marked by your teacher/ tutor and read their feedback

3. Edit your essay/ rewrite them where you take into account people’s feedback – look at sample essays while you work on that one essay

4. Get feedback again!

5. Look at your newly improved essay and highlight all the points and vocabs that your teacher considered as good

6. Write your second essay while trying to use those good points and vocab that you had from your previous essay, you will find that you will not take you way too much time. You can also re-use the structure of your introduction to save time coming up with a new one. Just be careful with your coherence and relevance

7. Repeat the process again!

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Well, that’s how I did it do keep in mind that it is merely a suggestion, but everyone is different in away so please do find what works best for you.

3. Grammar

English grammar is often seen as one of the more challenging one due to it having so many tenses and irregular cases. However, if you know how to break it down, it is not that scary because there are actually only 13 tenses and future, past and present tenses. Plus, in our EAL exams, we rarely need to use any other tenses aside from the present tenses anyway.

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Also, it is important to pay attention to your subject verb agreement. While it is not a common error for EAL students, many students make careless errors such as this under time pressure. You would be surprised how rusty your writing can get when you are trying to write 700+ words within an hour! If your subject is singular, your verb must also be singular. Compare the following sentences:

WRONG: Hecuba and Helen is both responsible for the Fall of Troy.

CORRECT: Hecuba and Helen are both responsible for the Fall of Troy.

The main takeaway message is that if grammar is not your thing, you should definitely not try to overcomplicate things and because fluency and simplicity are much better than errors and verbosity.

4. Build Your Own ‘Essay Formulas’

In other words, you can try ‘rote-learning’. It saves time and it can ensure that the quality of your writing under exam conditions match up to your actual ability. It worked really well for me as a safe guard because I have a history of freaking out and underperforming in exams. Having pieces of analysis and paragraphs structure at the back of my head definitely saved me whenever I felt sick or overly stressed in SACs and exams.

WARNING: While it saves you so much time and guarantees better outcomes for some people, you should be extra cautious if you decide to use this as a way to tackle the essay sections in the EAL exams because you can also easily fall into the trap of writing essays that sound memorised. This is merely a suggestion different people learn differently – this is what I and some of my peers did and it worked well for us but it does not mean that it will guarantee you an A+.

For each Area of Study, I have a revision document that contains the following:

• Introduction ‘formula’
• Sample paragraph
• Notes
• Super extensive word bank (my own thesaurus)
• Practice essays and sample essays

For example, prior to my text response SAC on Euripides’ play Medea, I prepared a writing formula that can be applied to all of my Medea essays that look something like this:
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Introduction: Set in a patriarchal society, Euripides’ tragedy Medea expounds the intricate concepts of (theme) through the (characterization of the protagonist/ depiction the norms that pervade the Hellenic society/ vilification of Jason/ victimization of Medea/ portrayal of Medea as the archetypal woman). In particular, he _________________________ , which enables the audience to _____________ . While (argument 1) and (argument 2), (challenge the prompt). Ultimately, Euripides presents an acerbic critique on _________ .
‍

For each of the section, I also have a mini thesaurus of words that I often use. This is just an example. I recommend creating one by yourself that has around 5-10 words in each row if that is possible!

Persuade: compel, propel, manoeuvre, prompt, galvanise, etc

Strengthen: fortify, enhance, bolster, etc

Highlight: underline, underscore, accentuate, emphasise, etc

Tell: insinuate, assert, purport, articulate, etc

[Modified Video Transcription]

What's up everyone! So, I want to get a new segment started and it's pretty much the ‘essay questions with Lisa Tran’ segment. And basically, what this includes is every now and then I will choose a topic on one of your suggestions of whatever book, or film you’re studying, and break that down together with you on camera, on YouTube. So, if you like the idea of that, then make sure you give this video a thumbs up so that I know that this is something that you're super keen on and that you'll find helpful. 

So, I've taken liberties (since this is the first one that we've ever done) of choosing my own essay topic that I was interested in doing. It's based on The Handmaid's Tale, and if any of you have read this or watched it (it's a TV series on Hulu) I have read and watched both and it has just been sensational, so I wanted to basically break down this prompt with you. If it's something that you haven't watched, or if you haven't read it, that's not a problem at all because the skills that I will be teaching you when it comes to breaking down an essay topic will be invaluable when it comes to actually applying it to your own studies. So, let's get started. 

The Handmaid's Tale Quick Summary

Just as a really quick summary (that will probably butcher the overall meaning and the experience that you get from the book, but I don't want to really spoil it for you either), The Handmaid’s Tale is set in this future world where America, or the United States, has become a dystopian society, and women in particular are reduced to nothing more than just a child bearing species. Men are in charge and these women, who are deemed to be people who can give birth, are kept alive and kept around in these rich people's homes or people who are higher up in the hierarchy, and they basically have to have sex with the male leader of the home and just create children, and that is their purpose. If they're no longer fertile, then they'll pretty much be out-casted from society and rejected. 

As a book, it's very thought-provoking because it's set in the future. Of course, this is something that we cannot guarantee won't actually happen. It's really scary to see how a world that was progressive (because they lived in modern American society, there was a lot of free movement happening, there were same-sex relationships that were out in the open, people were taking contraceptives) regressed, and it went back to a lot of old values that we had moved on from. It really opens up a pot of questions that you can ask about where we’re going as a society, where we think we're going as a society and where we'll actually end up. 

That's just my quick two minute spiel. If you wanted to get your hands on the book then I highly recommend it - I'll pop it down in the description box below (on Youtube). 

Part 1: Brainstorm

The question here is ‘Atwood’s concerns in The Handmaid's Tale go beyond women's freedom’ Discuss.

 So, the first thing I always do is I look at the keywords; we've got ‘Atwood’s concerns’, ‘go beyond’ and ‘women's freedom’. 

The reason why we look at keywords is because we want to confirm to ourselves (as the writer of this essay), that we are going to stay focused and not go off topic with the essay topic, and the keywords will ensure that not only we stay on topic, but they emphasize the ideas that we really need to focus on. So, let's break down each of the keywords individually.

‘Atwood’s concerns’ 

This means that we have to focus on the author's intention or message in writing The Handmaid's Tale. We'd be thinking about ‘what ideas does she criticize or condemn?’, or ‘what does she endorse on the other hand?’

‘go beyond’

So, ‘go beyond’ is a very straightforward way of saying that an essay that is only focused on women's freedom probably won't be holistic or well-rounded enough. We have to look beyond the obvious. 

‘women’s freedom’

The third one is ‘women's freedom’. So, what does this mean? To live in a patriarchal society, to be constantly monitored by guards and potential eyes. 

It's very easy to slip into just speaking about handmaids. Like I mentioned before, there's a male lead in the house who is the highest up in the hierarchy. He has a wife as well. Serena Joy is a perfect example of someone who on the surface ranks as the highest in female roles, because she is the wife of the commander. So, we see things from her perspective.

Part 2: Main Arguments

From this exploration of the key words, I can come up with two main body paragraphs. The two ideas are one:

‘To live in a chilling, post-modernism dystopia, Atwood showcases the evils of the patriarchy’

My second one is:

‘Moreover, Atwood reveals how, despite being at the top of the female hierarchy as commander’s wives, even they suffer’

Let's have a look at both of these ideas individually. 

‘To live in a chilling, post-modernism dystopia, Atwood showcases the evils of the patriarchy’

Some of my rationale behind this idea include one: Offred, who is our protagonist. Offred is actually not her real name, and because Offred is not her real name, she therefore represents any type of handmaid. She's just another one of them with a name assigned to her. Our identity is connected with our name, so her identity, which is what makes her feel human, is completely shredded from her. She has trouble remembering what she even used to look like.

The second thing is that it's dehumanizing. It doesn't matter whether Offred is intelligent, educated or even beautiful, what matters are viable ovaries and therefore, she's classified as a handmaid, and this is her last chance at being able to survive in this type of society. 

The third one is that she isn't even given the freedom to take her own life. Suicide is almost impossible, “I know why there was no glass in front of the watercolor picture of the blue irises, and why the window opens only partly and why the glass in it is shatter-proof. It isn’t running away they're afraid of. We wouldn't get that far. It's those other escapes, the ones you can open in yourself, given a cutting edge”. For us as humans, we get the opportunity to do things that we want, but even to take her own life away, to save herself from the world that she's living in, is impossible. 

Onto our second idea.

‘Moreover, Atwood reveals how, despite being at the top of the female hierarchy as commander’s wives, even they suffer’

The first example I have for this is how Serena Joy, the commander’s wife, actually used to have her own television show. She used to be really popular, she was a celebrity, and yet she's been reduced to basically just being the commander's wife, where she lurks around in the house. She really doesn't do that much anymore, she's just there to support her husband and that is her role. 

The second example is that she's forced to partake in a ritual where her husband has sex with a handmaid, “Which of us is it worse for, her or me?” (her meaning Offred). So, you can see that even for a commander’s wife, somebody who is in a high position in this society (she's the elite basically of what women could be), even she is suffering. 

Going back to our keyword of ‘go beyond’ 

This means that in fact, we should speak about other major issues in the novel and not just about female concerns. Our first two ideas revolve around female concern, but let's see what else we could discuss. To me, another major issue revolving around freedom that's important to talk about is ‘has the Gilliad society actually influenced men and men's freedom?’ It's super easy to just target men and say that, you know, men are in power now and so it's all about the women, but there are ample examples that show that even the men are suffering. 

Of course there are heaps of other issues that are brought forward in The Handmaid's Tale, but the ideas that I’ve discussed here are the ones that personally interest me the most, meaning that I've got a lot more to say and a lot more opinion to offer in my discussion. 

At this point, I'll leave it up to you guys. If you have read or watched The Handmaid's Tale, tell me what you think or ask me any questions you have about how you would structure this essay. I'd really love to have a productive discussion with you that includes some critical thinking on your part. So, let's get it started. 

If you like this type of advice, you may like joining my mailing list. Basically I send out weekly emails to you where I answer student questions and give you more advice, tips and resources that I don't give anywhere else. 

And, if you're in need of a more detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response.

It's 32 degrees today for the first time in Melbourne, in like forever, so I'm going to the beach and I'm going to spoil myself right now. I'll see you guys next week. Bye!

Most assessments require you to write essays using formal language. In English writing, there are two main styles of writing – formal and informal. The primary purpose of formal language is to achieve sophistication and clarity. Although the difference between the two styles is relatively straightforward, we’ll point out some common examples to just to make sure that you don’t slip and make an unnecessary mistake. Consider these two examples:

Example 1 : We cordially invite you to the Year 12 formal.

Example 2 : Hey buddy! Wanna go to the dance?

It is clear that example 1 is formal while example 2 is informal. The vocabulary, tone, and syntax are all things that change depending on the style you wish to adopt. Informal language isn’t always a ‘taboo’ though. Creative pieces and persuasive pieces can be written informally, for example, if it is a personal diary or an advertisement respectively. If you’re unsure, the easiest way to separate the two is to question whether or not you would say the phrase in real-life conversations. If it’s a yes, then it’s most likely informal language. Below are some more specific examples of the differences between formal and informal writing:

Formal: Avoids using colloquial words/phrases

Informal: May use colloquial words/phrases

Formal: Avoids contractions (write out full words – was not, did not, had not etc.)

Informal: May use contractions (wasn’t, didn’t, hadn’t etc.)

Formal: Usually written in third person (Sharon, Ben, they, them etc.)

Informal: May use first (I, me etc.), second (he, she etc.) or third person (as above).

Formal: Specific words (such as, large, items, etc.)

Informal: Imprecise words (like, big, things, etc.)

Formal: Avoids cliches (many, etc.)

Informal: May use cliches (loads of, etc.)

Formal: Avoids addressing readers using second person pronouns (the readers, an individual, one’s etc.)

Informal: May address readers using second person pronouns (you, your, etc.)

Formal: Avoids using abbreviated words (write in full – photograph, television, etc.)

Informal: May use abbreviated words (photo, TV, etc.)

Formal: Avoids imperative voice (please refer to…etc.)

Informal: May use imperative voice (remember to…etc.)

Formal: May use passive voice (it has been noted that…etc.)

Informal: May use active voice (we note that…etc.)

Formal: May use longer and more complex sentences.

Informal: May use short and simple sentences.

When writing essays ensure that you stick to one or the other. Mixing the two ways of writing will negatively impact the readability of your essay, and also the assessor’s reflection of the writer.

Updated 19/01/2021

Contents

1. What Is Text Response?
2. What Are You Expected To Cover? (Text Response Criteria)
3. School Assessed Coursework (SAC), Exams and Allocated Marks
4. How To Prepare for Your Text Response SAC and Exam
5. How To Write a Text Response

1. What Is Text Response?

Like its name, Text Response is when you respond to a text. The most popular texts are novels and films; however, plays, poetry and short stories are also common. Your response will be in the form of an essay, in which you discuss themes, ideas and characters. Recall all the novels and films you've studied since Year 7 (there'll be quite a few!). You should be very familiar with the process of watching a film or reading a novel, participating in class discussions about themes and characters, and finally, submitting an essay based on the text.

As you graduate into higher year levels, you spend each year revising and improving on TEEL, learning to better incorporate quotes and formulating even longer essays than the year before (remember when you thought you couldn't possibly write an essay more than 500 words?).

The good news is, all of that learning is now funnelled into VCE’s Text Response, one of the three parts of the VCE English study design. Text Response, officially known as ‘Reading and Responding’ in the study design, is the first Area of study (AoS 1) - meaning that the majority of students will tackle the Text Response SAC in Term 1. Let's get into it!

2. What Are You Expected To Cover? (Text Response Criteria)

What are teachers and examiners expecting to see in your essays? Below are the VCE criteria for Text Response essays.

Note: Some schools may express the following points differently, however, they should all boil down to the same points - what is necessary in a Text Response essay.

a) Critically analyse texts and the ways in which authors construct meaning;

Much of the ‘meaning’ in a novel/film comes instinctively to readers. Why is it that we can automatically distinguish between a protagonist from an antagonist? Why is it that we know whether or not the author supports or denounces an idea?

Here you need to start looking at how the author constructs their texts and why they have made that choice. For example, the author describes a protagonist using words with positive connotations (kind, brave, charming), whereas the antagonist is described with words using negative connotations (vain, egocentric, selfish).

For example, 'in Harry Potter, by describing the protagonist Harry as "brave", the author JK Rowling exhibits the idea of how possessing bravery when making tough choices or facing challenges is a strong and positive trait.'

b) Analyse the social, historical and/or cultural values embodied in texts;

Society, history and culture all shape and influence us in our beliefs and opinions. Authors use much of what they’ve obtained from the world around them and employ this knowledge to their writing. Understanding their values embodied in texts can help us as readers, identity and appreciate theme and character representations.

For example, 'through the guilty verdict of Tom Robinson in To Kill A Mockingbird, Harper Lee expresses the belief that the American legal system in the 1930s was not always fair or just.'

For more information on context and authorial intent in VCE English, read Tim's blog, Context and Authorial Intention in VCE English, or Olivia's on what authorial intent is and why it's important.

c) Discuss and compare possible interpretations of texts using evidence from the text;

Be open to the idea that many texts can be interpreted in many ways. Texts are rarely concrete and simple. Take The Bible, a book that is one of the most popular and famous books in history but is interpreted differently by every person. Acknowledging more than one perspective on a certain aspect of the text, or acknowledging that perhaps the writer is intentionally ambiguous, is a valuable skill that demonstrates you have developed a powerful insight into your text.

For example, 'in The Thing Around Your Neck, feminist readers condone Adichie's stories which all revolve around women either as protagonist or as narrators, giving voice to the disempowered gender in Nigerian society.'

‍d) Use appropriate metalanguage to construct a supported analysis of a text;

While you should absolutely know how to embed quotes in your essay like a boss, you want to have other types of evidence in your Text Response essay. You must discuss how the author uses the form that he/she is writing in to develop their discussion. This encompasses a huge breadth of things from metaphors to structure to language.

For example, 'The personification of Achilles as "wolf, a violator of every law of men and gods", illustrates his descent from human to animal….' or 'Malouf’s constant use of the present voice and the chapter divisions allow the metaphor of time to demonstrate the futility and omnipresence of war…'.

To learn more about metalanguage, read our 'What Is Metalanguage?' post.

e) Control and effectiveness of language use, as appropriate to the task

When examiners read essays, they are expected to get through about 12-15 essays in an hour! This results in approximately 5 minutes to read, get their head around, and grade your essay - not much time at all! It is so vital that you don’t give the examiner an opportunity to take away marks because they have to reread certain parts of your essay due to poor expression and grammar.

For further advice on the above criteria points, read Emily's (English study score 46): Year 12: How To Turn Your Text Response Essays From Average to A+.

3. School Assessed Coursework (SAC), Exams and Allocated Marks

Reading and Creating is assessed in Unit 1 (Year 11) and Unit 3 (Year 12). The number of allocated marks are:

• Unit 1 - dependant on school
• Unit 3 English – 30 marks
• Unit 3 EAL – 40 marks

Exactly when Text Response is assessed within each unit is dependent on each school; some schools at the start of the Unit, others at the end. The time allocated to your SAC is also school-based. Often, schools use one or more periods combined, depending on how long each of your periods last. Teachers can ask you to write anywhere from 800 to 1000 words for your essay (keep in mind that it’s about quality, not quantity!)

In your exam, you get a whopping total of 3 hours to write 3 essays (Text Response, Comparative and Language Analysis). The general guide is 60 minutes on Text Response, however, it is up to you exactly how much time you decide to dedicate to this section of the exam. Your Text Response essay will be graded out of 10 by two different examiners. Your two unique marks from these examiners will be combined, with 20 as the highest possible mark.

4. How To Prepare for Your Text Response SAC and Exam

Preparation is a vital component in how you perform in your SACs and exam so it’s always a good idea to find out what is your best way to approach assessments. This is just to get you thinking on the different study methods you can try before a SAC. Here are my top strategies (ones I actually used in VCE) for Text Response preparation that can be done any time of year (including holidays - see How To Recharge Your Motivation Over the School Holidays for more tips):

a) Reread your book (or rewatch the film)

After all the learning and discussion you’ve had with your teacher and peers, you should have now developed a solid foundation of knowledge. Rereading a book enables you to refresh your memory on subplots, popular passages and most importantly, helps you fill in any missing gaps in knowledge. Take this as an opportunity to get familiar with the parts of the texts you're less confident with, or to examine a particular theme that you know you're weaker in (HINT: A good place to start is to make sure you know the difference between themes, motifs and symbols!)

b) Do a close analysis

This is like an advanced version of rereading a book. A 'close analysis' - a term stolen from VCE Literature (thanks Lit!) - is basically where you select a passage (a short chapter or a few pages), and analyse it in detail.

As you move through the passage, you can pick out interesting word choices made by the author and try to interpret why they have made this choice. Doing a close analysis will immensely strengthen your metalanguage analysis skills, and also give you the opportunity to stand out from other students because you can offer unique and original analysis and evidence in your essay. I know this can be a bit confusing, so this video below shows a full close analysis of a Macbeth passage in action:

c) Read and watch Lisa's Study Guides' resources

Doing this study all by yourself can be rather daunting, so we've got your back. We specialise in supporting VCE English by creating helpful videos, study guides and ebooks. Here are some just to get your started:

YouTube Videos

We create general Text Response advice videos like this:

We also create text-specific videos:

And if you just need general study advice, we've got you covered too:

Check out our entire YouTube channel (and don't forget to subscribe for regular new videos!).

Study Guides

Our awesome team of English high-achievers have written up study guides based on popular VCE texts. Here's a compilation of all the ones we've covered so far:

After Darkness by Christine Piper

Cosi by Louis Nowra

‍‍Extinction by Hannie Rayson

‍Flames by Robbie Arnott

False Claims of Colonial Thieves by Charmaine Papertalk Green and John Kinsella

‍Go Went Gone by Jenny Erpenbeck

‍Like a House on Fire by Kate Kennedy

‍Measure for Measure by William Shakespeare

‍Old/New World Selected Poems by Peter Skrzynecki

‍‍On The Waterfront by Elia Kazan

‍Ransom by David Malouf

‍Rear Window by Alfred Hitchcock

‍Runaway by Alice Munro

‍Station Eleven by Emily St John Mandel

Sunset Boulevard by Billy Wilder (Analysis of Film Techniques)

Sunset Boulevard by Billy Wilder (Incorporating Cinematic Features into your VCE Essay)

‍The Crucible by Arthur Miller

‍The Complete Maus by Art Spiegelman‍

The Erratics by Vicki Laveau-Harvie (Setting)

The Erratics by Vicki Laveau-Harvie (Breakdown of Themes & Quotes)

‍‍The Golden Age by Joan London

‍The Lieutenant by Kate Grenville

The Memory Police by Yoko Ogawa

‍The Secret River by Kate Grenville

The White Girl by Tony Birch

‍To Kill a Mockingbird by Harper Lee

We Have Always Lived in the Castle by Shirley Jackson

‍William Wordsworth: Poems Selected by Seamus Heaney

‍‍Women of Troy by Euripides (Don Taylor's version)

‍Year of Wonders by Geraldine Brooks

Tip: You can download and save many of these study guides for your own study use! How good is that?

eBooks

And if that isn't enough, I'd highly recommend my How To Write A Killer Text Response ebook.

Most people seem to the think the most difficult part of Text Response is the writing component - and they're not completely wrong. However, what I've found is that not even students place emphasis on the brainstorming, preparation and planning of Text Response.

Think about it - if you don't come to the table with the best ideas, then how can you expect your essay to achieve A+? Even if you write an exceptional essay, if it doesn't answer the prompt, your teacher won't be sticking a smiley face on your work. We need to avoid these common teacher criticisms, and I have no doubt you've experienced at least once the dreaded, 'you're not answering the prompt', 'you could've used a better example' or 'more in-depth analysis needed'.

Enter my golden strategy - the THINK and EXECUTE strategy. This is a strategy I developed over the past 10 years of tutoring, and I've seen my students improve their marks every time. The THINK and EXECUTE strategy breaks up your Text Response into two parts - first the THINK, then the EXECUTE. Only with the unique THINK approach, will you then be able to EXECUTE your essay to its optimum potential, leading yourself to achieve those higher marks.

To learn more about the THINK and EXECUTE strategy, download my ebook sample on the shop page or at the bottom of this blog, or check out the video below:

‍d) Get your hands on essay topics

Often, teachers will provide you with a list of prompts to practice before your SAC. Some teachers can be kind enough to hint you in the direction of a particular prompt that may be on the SAC. If your teacher hasn’t distributed any, don’t be afraid to ask.

We have a number of free essay topics curated by our team at LSG, check some of them out. Also go scroll back up to our list of study guides above, as most of those also have essay prompts included:

‍‍All the Light We Cannot See Essay Topics

‍‍Like a House on Fire Essay Topics‍

‍The Handmaid's Tale Essay Topics

Women of Troy Essay Topics‍‍

e) Brainstorm and write plans

Once you've done some preliminary revision, it's time to write plans! Plans will help ensure you stick to your essay topic and have a clear outline of what your essay will cover. This clarity is crucial to success in a Text Response essay.

Doing plans is also an extremely time-efficient way to approach SACs. Rather than slaving away hours upon hours over writing essays, writing plans can will save you the burnout and will get you feeling confident faster.

I've curated essay topic breakdown videos based on specific VCE texts. In these videos, I explore keywords, ideas and how I'd plan an essay with corresponding examples/evidence.

f) Write essays

Yes, sad, but it’s a fact. Writers only get better by actually writing. Even if you just tackle a couple of essays then at least you will have started to develop a thinking process that will help you to set out arguments logically, utilise important quotes and time yourself against the clock. It will help you write faster as well – something that is a major problem for many students. With that said, let's get into how to write a Text Response next.

Take a look at some of the essays our amazing LSG team have written:

After Darkness Essay Topic Breakdown

All the Light We Cannot See Essay Topic Breakdown

Chronicle of a Death Foretold Essay Topic Breakdown

‍Extinction A+ Essay Topic Breakdown

‍Station Eleven Essay Topic Breakdown‍‍

Women of Troy Essay Topic Breakdown

Wordsworth A+ Essay Topic Breakdown‍

If you need any more tips on how to learn your text in-depth, Susan's (English study score 50) Steps for Success in Text Study guide provides a clear pathway for how to approach your text and is a must read for VCE English students!

And, if you're studying a text you hate (ugh!) be sure to check out Lavinia's guide which teaches you how to do well even when you don't like your text!

5. How To Write a Text Response

Before you start writing, make sure you're familiar with The Five Types of Text Response Prompts. Understanding the different types will help you move beyond a 'basic' one-size-fits-all structure.

Introduction

In an introduction, you're expected to have the following:

• Context (or background)
• Author's name
• Title of text
• Contention
• Main arguments

Here's an example from Vindhya (English study score 46), in her post Dissecting an A+ Essay Using 'The Golden Age' by Joan London:

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.

Try to keep your introduction to the point. There's no need to prolong an introduction just to make a set number of sentences. It's always better to be concise and succinct, and then move into your main body paragraphs where the juicy contents of your essay resides.

Body Paragraph

Most of you will be familiar with TEEL. TEEL can stand for:

• Topic sentence
• Example
• Evidence
• Linking sentence

If your teacher or school teaches you something slightly different - that's okay too. At the end of the day the foundations are the same.

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.

Conclusion

Conclusions should be short and sweet.

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.

For further detail from Sarah (English study score 45), read her advice on 5 Tips for a Mic-Drop Worthy Essay Conclusion.

That's it for the Ultimate Guide to VCE Text Response. Good luck!

*Originally posted in 2011, this blog post has been revised for the latest English study design.

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!

‍

[Video Transcription]

Hey guys, welcome back to Lisa's Study Guides. So this week I have another essay topic breakdown for you. So eventually I'm going to get through all of the VCAA texts that are on the study design, but we're slowly going to get there and are just want to say yet again, even though this one is like a house on fire, I am really glad if you've clicked on this video and you're not necessarily studying it because as always with all my videos, I try to give you an overall message for you to take away that can be applied to any single text. So that is the same for this particular text today. And so even though the takeaway message for this video is quite specific to short stories, it's still an important consideration for any text that you're studying. Ideally, you want to use a diverse range of evidence for any text, but in particular, for short stories, you don't just want to rely on a small handful, but to try and make links between the different short stories.

So let's see what that means on the other side of this quick overview of the text. Like a House on Fire is a collection of short stories by the author, Cate Kennedy, and unlike a lot of other texts on the study design, this book portrays a lot of very domestic situations, which seems fairly boring compared to some of the other texts that other students might be doing. However, I'm really excited about this text because the short stories are great. Not because they have groundbreaking premises, which they don't, but because of how effortlessly and deeply emotive they are. So the domestic scenarios actually help us relate to the characters in the stories and empathize with the complexity of their experiences. The essay topic we'll be looking at today is in Like a House on Fire, Kennedy finds strength in ordinary people. Discuss.

Here, the term which you really have to think about is strength. We already know that she depicts the story of ordinary people, of people like you or me, or even just people we may know, but does she find strength in them? It could be physical strength, but more often than not, it might be other types of strength. For instance, the mental strength it takes to cope with intense pressure or the emotional strength it takes to make a difficult choice or action. It's important to think about how they might actually apply throughout the book. In this sense, our essay will have essentially two halves.

The first two body paragraphs we'll look at scenarios of intense pressure, be it through the loss of control in one's life or a domestic situation which has become emotionally tense. The last two body paragraphs will then consider the types of strength that Kennedy evinces in these stories. And we'll contend that she does find strength in the characters who face a difficult decision, but that she also finds a lot more strength in the characters who managed to cope with their situation and grapple with the tensions in their lives.

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In many of her stories, Kennedy portrays characters who experience powerlessness. This loss of power can come a number of ways. For instance, both Flexion and Like a House on Fire tell the story of men who have injured their previously reliable bodies and have thus been rendered immobile. But they also tell the story of their respective wives who have lost some control over their lives now that they have to care for their husbands. On the other hand, there are the kids in Whirlpool whose mother insists that they dress a certain way for a Christmas photo. Her hand on your shoulders, exerting pressure that pushes you down. Kennedy's use of second person really makes you feel this pressure that keeps you from going out to the pool you so desperately desire to be in. Evidently powerlessness is an experience that comes in many shapes and forms in several stories.

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In addition to this, Kennedy explores other emotional tensions across the collection, subverting the idea that the home is necessarily a safe sanctuary. This is where she really goes beyond just the idea of powerlessness, but actually jumps into scenarios that are much more emotionally complex. In Ashes for instance, we see the homosexual protagonist struggle with feeling useless and tongue tied, embarrassed by the floundering pause between his mother and himself. There is a significant emotional hurdle there, which is particularly poignant given that mothers are usually considered a source of safety and comfort for their children. Kennedy's story of domesticity actually subvert or question what we might think of the domestic space shared by family members. If you have the Scribe edition of the book, the artwork on the cover would depict a vase of wilting flowers, an empty picture frame, and a spilt cup of coffee.

These are all visual symbols of an imperfect domestic life. A similar rift exists between husband and wife in both Five Dollar Family and Waiting, the women find themselves unable to emotionally depend on their partners. While Michelle in Five Dollar Family despises her husbands startled, faintly incredulous expression, an inability to care for their child, the protagonist in Waiting struggles to talk about her miscarriages with her husband who is already worn down as it is. Kennedy takes these household roles of mother, son, husband, wife, and really dives into the complex shades of emotion that lies within these relationships. We realize through her stories that a mother can't always provide comfort to a child and that a husband isn't always the dependable partner that he's supposed to be.

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However, Kennedy does find strength in some characters who do take a bold or courageous leap in some way. These are really important moments in which she is able to show us the strength that it takes to make these decisions. And she triumphs however small or insignificant that can be achieved.

A moment that really stands out to me is the ending of Laminex and Mirrors, where the protagonist rebelliously smuggles a hospital patient out for a smoke only to have to take him back into his ward through the main entrance and therefore get them both caught. She recounts this experience as the one I remember most clearly from the year I turned 18. The two of us content, just for this perfect moment. And their success resonates with the audience, even though the protagonist would have lost her job and therefore the income she needed for her trip to London, Kennedy demonstrates her strength in choosing compassion for an elderly patient. Even the sister in Whirlpool, who wasn't exactly kind to the protagonist in the beginning, forms an unlikely alliance with her against their mother, sharing a reckless moment and cutting their photo shoot short. Bold leaps such as these are ones that take strength and therefore deserve admiration.

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However, more often than not, Kennedy's stories are more about the strength needed to simply cope with life, one day at a time. She explores the minutiae of her characters lives in a way that conveys the day to day struggles, but also hints at the underlying fortitude needed to deal with these things on a daily basis. In Tender, the wife feels as if everything at home is on the verge of coming apart since her husband is only able to cook tuna and pasta casserole for their kids. However, when she must get a possibly malignant tumor removed, her concern of whether there'll be tuna and pasta in the pantry just in case, demonstrates her selfless nature. Kennedy thus creates a character who is strong for others, even when her own life at home is disorderly and her health may be in jeopardy. The strength of gritting one's teeth and getting on with things in spite of emotional tension is a central idea across this collection, and many other examples are there for you to consider as well.

And so we come to the end of our essay. Hopefully going through this gives you an idea of how to cover more bases with your evidence. Remember that you don't have to recount lots and lots of events, but it's more important to engage with what the events are actually telling us about people. This is particularly important for prompts like this one, where it heavily focuses on the people involved. That is it for me this week, please give this video a thumbs up. If you wanted to say thanks to Mark, who has been helping me write these scripts up for a lot of the text response essay, topic breakdowns. If you enjoyed this, then you might also be interested in the live stream coming up next week, which will be on Friday the 25th of May at 5:00 PM. I'll be covering the topic of analyzing argument for the second time, just because there's so much to get through. I'll also be announcing some special things during that particular live stream. So make sure you're there so you're the first to hear it. I will see you guys next week. Bye.

Resources

Like a House on Fire by Cate Kennedy

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

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