Monash’s Pearl Subban and Penny Round have put together advice for tackling three sections of the VCE English exam.

COVID has impacted a world in so many different ways – we’ve even developed new words and language around it. For teachers and students it’s meant digging deep and shifting to remote learning.

However, while the learning environment has changed dramatically, the basics of the Year 12 English exam remain the same. It’s a skill-based subject. Students can have a great deal of knowledge and understand the nuances of the text, but need to translate their ideas clearly and effectively.

Understanding that each school works with its own set of texts, we have put together some suggestions to support teachers to help their students tackle the three sections of the Year 12 exam, and really stand out.

Section A: Analytical interpretation of a text

Go beyond TEEL and ask "why" questions

Section A of the English exam deals with the analytic interpretation of a prescribed text. To construct this essay, it is a good idea to maintain the recommended TEEL framework – Topic Sentence, Explanation, Evidence and Link. This means that paragraphs will be constructed using a topic sentence, will draw on evidence from the text, explain its use in context, and link your discussion to the topic.

For senior English, students should try to go beyond a slavish adherence to this scaffold, and consider literary features that the writer/poet/director uses in order to reveal their views. As students construct their text analysis, they should give thought to the method of construction of each text. For example, if a text utilizes first person narrative or a nonlinear structure, students should consider how this has contributed to the main message of the text.

As a teacher, you have probably reminded your students to avoid descriptive statements that merely rely on the narrative, as this undermines their analytic interpretation. One way of steering them toward more analytic thinking is to encourage “why” questions to ensure their discussion reflects an awareness of intention, purpose or judgment.

The use of analytic language

A key part of analysis is to understand and demonstrate the use of analytic language. For example, investigative verbs appropriate to a particular text can add a distinctive layer of complexity to a sentence.

For example, if students are analysing a visual text it is better to utilize words like “illustrate”, “portray”, “depict”, “visualize” and “highlight”, as these explicitly reference visual elements. Similarly, if they are constructing an analysis of a written narrative, it would be more effective to draw on language that demonstrates understanding of word choices, narrative form and character construction.

Adopting this complex focus adds depth, interest and credibility to their discussion. Urge your students to write clear, but complex topic sentences which encapsulate the heart of each paragraph. The use of concepts and ideas to fuel these opening statements rather than a narrow focus on a character, has greater impact. Topic sentences offer an overview of a paragraph and should be constructed accurately.

Section B: Comparative analysis of texts

An opportunity for students to extend their writing

Comparing two texts in Section B, sometimes presents students with a challenge, as this is a departure from the traditional analysis of text. However, they should utilize this opportunity to extend their writing – they now have two texts to draw from rather than just one.

Our preference is for an advanced integration method which interweaves both the texts allowing students to reflect on similarities and differences. The skilful construction of a topic sentence that presents an overarching idea evident in both texts will assist to create a cohesive and interesting paragraph.

Avoid narrow comparison of characters and go deeper

Persuade your students to veer away from a narrow comparison of characters, which is the tendency in most comparative analyses. Remind them that the texts differ in terms of their construction, context and value statements. Referencing their social and historical context is also a good idea. It illustrates an awareness of the factors that contribute to character actions and the events in the text. Students should draw on varying analogies, symbols and literary features as they construct their comparative analysis.

Help your students to see the value of incorporating comparative and contrasting vocabulary relevant to their discussion. Teach alternate beginnings to sentences that go beyond simple ‘Both writers refer to…’ . The variety in the openings of sentences will create interest and have greater impact.

Judiciously selected and embedded quotes add credibility and demonstrate an understanding of the text. Considering details in the text construction, rather than more generic material adds more interest. References to these details also demonstrate an understanding of a text.

Students should be reminded that authors and directors are quite deliberate in their use of visual representations. They should include these in their discussion in order to produce a lively vibrant and original piece.

Section C: Argument and persuasive language

Flip the exam

Our recommendation is students do the analysis of language and argument at the start of the exam. Having read through the material for Section C during reading time, it’s logical to immediately progress to this task.

The introduction should be a sharp and concise platform for their analysis, but avoid the actual analysis of language. Instead include the elements that the students will use to frame their analysis. Some first steps we recommend:

• Highlight the writer's contention
• Consider the context and the form of the piece, and
• Identify the target audience

Identify the three parts of an argument

As they begin their full analysis, students can reflect on how an argument progresses – using an opening argument that creates a hook, a sustaining argument that convinces through evidence and data, and a decisive call to action at the end. When they are reading the material, it is a good idea for students to see if they can identify these three key sections.

Once writing commences, students can reflect on how these techniques contribute to the flow of the writer’s unfolding argument. Here too, the use of more analytic vocabulary assists the work of your students’ analysis.

Choose words wisely

Prior to the exam, it is a good idea to encourage them to develop a list of analytic verbs, the power words that carry the weight of the analysis. Words like “reinforce”, “consolidate”, “imply” and “underpin” are useful as they draw elements of analysis together.

Students should avoid explaining persuasive techniques, rather consider their function in context. For example, rhetorical questions potentially compel readers to accept a point of view because the answer is embedded in the question. Likewise, inclusive language creates a collective mindset to draw the reader onside, through an apparently common point of view.

Encourage your students to focus on the intended impact of words and use cautious, rather than decisive language. Ask them to consider including words like “potentially”, “likely”, “intends to”, rather than word choices like “immediately”, “definitely”, “indeed”, and “certainly”.

Practicing under exam conditions yields results

Ultimately, your students’ exam response is a culmination of their preparation, and investment in English. There are so many benefits to doing practice essays, as it compels a focus on refining writing skills.

These are central ideas as you prepare students for the exam. Advise students to complete tasks under test conditions, by creating simulated test conditions to place themselves under pressure. One method is to set the timer using their phone or another timing device and have it nearby so that they can feel the pressure of the minutes ticking away. Attempting to write under one-hour constraints will recreate the conditions of the exam, and serve as appropriate preparation.

Resources

Victoria State Government (2020) English examination specifications and sample material.

Victoria State Government (2020) VCE English 2017-2020 (pdf).

VCAA (Victorian Curriculum and Assessment Authority) website offers valuable resources, exam-style questions and suggestions from the assessor’s reports.