sentence stems for an essay

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How To Use Sentence Stems (Plus 60+ Examples for Every Subject)

Sentence stems help students …

Some students have no trouble expressing their thoughts, whether verbally or in writing. Others, though, need some help to get started. Sentence stems—sometimes called sentence starters, sentence frames, or thinking stems—help them do just that. Here’s how they work.

How To Use Sentence Stems

Provide all students with a list of sentence stems they can use during discussions or when they’re writing. For fluent writers or speakers, these stems may not be necessary, but they’re always helpful to have on hand. You can give kids a handout, or post an anchor chart for them to refer back to.

Be sure to model them for kids, showing how to fill in the blanks. Practice both out loud and in writing, providing your own example and then asking for their take. It’s OK if they simply fill in the blanks when they first start using these stems. But over time, students should use them more as a jumping-off point, to delve deeper into the topic.

Tip: Don’t require sentence stems if students don’t need them. Some kids will do just fine having a discussion on their own, or getting started on a writing assignment. But encourage others to use them as much as they need to. Eventually, these stems will become automatic, giving students tools to help them become better communicators.

Language Arts Sentence Stems

• The author used this technique because …
• The narrator is reliable/unreliable because …
• Characters in this story started out … but changed to …

• The theme of this story is … which is shown by …
• This story reminds me of …
• If could change the end of this story, I would …
• I liked/disliked this character because …
• This story made me feel … when …
• [Character] and [character] are alike/different because …
• My favorite part was …
• The author wants us to believe …

• Based on this text …
• The author proves their point by saying …
• I didn’t understand why …
• When I read … what I pictured in my head was …

Social Studies Sentence Stems

• These events are alike/different because …

• If this happened today …
• If I lived then, I would have …
• This happened because …
• The effects of this were …
• I agree/disagree with … because …

• I was surprised to learn …
• I don’t understand why …
• History repeated itself when …
• I feel inspired by …

 Science Sentence Stems

• The data shows …
• This experiment proved … because …
• I believe … will happen because …
• I expect to see …

• The cause of this is …
• The effect of this is …
• I was surprised when …
• We can find out by …
• We could change the outcome by …
• I discovered …
• The pattern I observed was …

• My results show …
• I predict … because …
• The experiment was a success/failure because …

Math Sentence Stems

• To solve this problem, I need to …
• The important information is …
• I can check my work by …
• Another way to solve this problem is …

• First I … Then I … Finally I …
• I found the answer by …
• This problem reminded me of …
• I can use this skill in real life when …
• I got the wrong answer because …
• This solution makes/doesn’t make sense because …

Discussion Sentence Stems

• When you said … I felt …
• I used to think … Now I think …
• I feel … when …

• We are alike/different because …
• I respect your opinion, but I disagree because …
• From my point of view …
• What I’m hearing you say is …

• If that happened to me, I would …
• What if we …
• I need some help with …

How do you use sentence stems? Come share your thoughts and ask for advice in the WeAreTeachers HELPLINE group on Facebook .

Plus, 40 must-have anchor charts for teaching writing of all kinds ., you might also like.

18 Smart Instructional Scaffolding Examples for Every Classroom

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Powerful Sentence Starters for Essays (Ultimate List)

Introduction

Crafting an essay that captures your reader's attention from start to finish requires more than just a great topic and well-structured paragraphs. Your choice of sentence starters plays a vital role in establishing flow, coherence, and engagement. These strategic opening phrases help guide your reader through your argument, making your essay clear and persuasive.

In this comprehensive guide, we’ll explore the most effective sentence starters for every part of your essay, from introductions to conclusions. Whether you’re working on an academic essay, a persuasive argument, or a reflective piece, this ultimate list has you covered.

Why Are Sentence Starters Important?

Sentence starters serve as the connective tissue between ideas, providing a sense of flow and logical structure. Here’s why they matter:

• Improved Clarity : They make your points more digestible and easy to follow.
• Enhanced Coherence : Good sentence starters link your paragraphs and sentences, guiding the reader through your essay.
• Stronger Persuasion : They help emphasize key points, making your arguments more compelling.
• Professional Tone : Strategic sentence starters create a polished, academic tone in your writing.

By mastering sentence starters, you’ll elevate your essay from "good" to "great."

Sentence Starters for the Introduction

The introduction is your chance to hook the reader and provide a roadmap for your essay. Here are some powerful ways to start your introduction:

• "Have you ever wondered why..."
• "Imagine a world where..."
• "What if I told you that..."
• "In today’s world, the topic of..."
• "Throughout history, people have debated..."
• "With the rise of [relevant issue], it has become essential to..."
• "This essay will explore..."
• "The main argument of this essay is..."
• "In this essay, I will discuss..."

Pro Tip: Combine a hook, background information, and a clear thesis to create a captivating introduction.

Sentence Starters for Body Paragraphs

Body paragraphs contain the core of your argument. Each paragraph should start with a clear topic sentence, followed by evidence and analysis. Here are sentence starters for each section of a body paragraph: ‍

‍ 1. Topic Sentence Starters

• "One significant example of this is..."
• "To illustrate this point, consider..."
• "The first key factor to address is..."
• "Another crucial aspect of this issue is..."

2. Evidence Introduction Starters

• "According to research conducted by..."
• "Data from [source] shows that..."
• "A study published in [journal] reveals..."
• "For instance, in the case of..."

3. Analysis Sentence Starters

• "This evidence suggests that..."
• "From this perspective, it becomes clear that..."
• "This supports the idea that..."
• "The implication of this finding is..."

4. Transition Starters

• "Building on the previous point..."
• "On the other hand, it is important to consider..."
• "Despite this, some argue that..."
• "As a result, it can be concluded that..." ‍

‍ Pro Tip: Use a mix of topic sentences, evidence, analysis, and transitions to maintain logical flow in your essay.

Sentence Starters for Arguments and Counterarguments

If you’re writing a persuasive essay or argumentative essay, you’ll need sentence starters to introduce arguments and refute counterarguments. Here’s how to do it effectively:

1. Argument Starters

• "One of the strongest arguments in favor of..."
• "It is widely believed that..."
• "The evidence overwhelmingly supports the claim that..."

2. Counterargument Starters

• "Opponents of this view argue that..."
• "Critics may claim that..."
• "While this argument holds some merit, it fails to consider..."

3. Refutation Starters

• "However, this argument overlooks the fact that..."
• "Despite this claim, evidence shows that..."
• "While some may disagree, the reality is that..."

Pro Tip: Acknowledge opposing views, then refute them with evidence to strengthen your position.

Sentence Starters for Conclusions

Your conclusion wraps up your essay, so it’s crucial to leave a lasting impression. Use these sentence starters to finish your essay on a strong note:

• "To summarize the key points..."
• "In conclusion, this essay has demonstrated that..."
• "To wrap up, it’s clear that..."
• "As discussed throughout this essay, it is evident that..."
• "Ultimately, this essay has proven that..."
• "Given the points presented, it is reasonable to conclude that..."
• "Moving forward, it’s imperative that..."
• "This issue calls for immediate action, as..."
• "To address this challenge, we must..."

Pro Tip: Avoid introducing new evidence in the conclusion. Instead, focus on summarizing and leaving a strong final impression.

Common Mistakes to Avoid When Using Sentence Starters

• Overusing the Same Starters : Repetitive starters like "For example" can bore your reader. Vary your choices.
• Being Too Wordy : Avoid long-winded starters like "It is important to note that..." when "Notably..." works just as well.
• Using Informal Language : Stick to academic tone. Avoid "You might think..." in formal essays.

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Final Thoughts

Mastering the art of using powerful sentence starters will transform your essays into clear, cohesive, and compelling pieces of writing. Whether you’re writing introductions, body paragraphs, arguments, or conclusions, the right sentence starter can make a world of difference.

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codexterous

Thoughts about teaching, literature, and teaching literature

Perfecting the Sentence: Explicitly Teaching Sentence Stems

I spend a lot of time at GCSE and A Level explicitly teaching and modelling various types of sentences that I want students to use in essays. These provide a very powerful way in which students can frame and signpost their analysis; a syntactic anchor to hold down their argument.

In this post, I want to outline just a few of the sentence stems that I most frequently use with students. A lot of these are, of course, down to personal stylistic preference, but I do think the underpinning idea of explicitly teaching, modelling and rehearsing such sentences is a really valuable and worthwhile use of time.

Just as… so too…

This is a really helpful way to embed comparison and connection into an essay, as well as helping to build an argument and develop a point. For example:

Just as Mr Birling is revealed to be a highly arrogant character so too is it obvious Mrs Birling cares only for herself or Just as Gatsby years for Daisy despite the impossibility of fulfilling this love so too does Hardy’s speaker grapple with an impossible desire.

I find this is most effective when used as a syntactic bridge either across or within texts. In the above examples, the student may have just spent time discussing Mr Birling or Gatsby and so might use this sentence to transition into a discussion of Mrs Birling or Hardy.

This sense of Y is further reinforced/augmented/further suggested/cemented/compounded by…

This is an example of what John Tomsett calls Janus-faced transitions, which I absolutely love teaching students about, partly because it’s an opportunity to tell them about Janus, but also because they really help in essay writing.

The basic idea is to use this sentence, much like the above, to knit two points together, but in a way that is both fluid and meaningful. It again helps to build an argument across an essay, ensuring it doesn’t read like a series of disconnected points. This is what it looks like:

Day-Lewis’ use of ‘wrenched’ suggests a certain anxiety, given it indicates his child is being ripped unnaturally away from him. This sense of anxiety is further reinforced through the use of ‘half-fledged thing’…

It is called a Janus-faced transition, after the two-faced God, because it looks back to the previous point (in the above example the anchor of ‘anxiety’ is referenced) as well as forward (the next point will develop the discussion of ‘anxiety’).

Here’s a screenshot from a class explanation of how to use Janus-faced transitions:

These transitions can also be used very effectively as single-word cues in order to help build a cogent argument across multiple points, without always needing to specify the previous point in manner of ‘This sense of X is…’ Modelling and rehearsing how to use transitions like this, Janus and otherwise is a really effective way to help develop coherence.

When considering X one is struck by…

This is a sentence stem that gets a lot of use in my classes, especially at the start of essays. A typical essay might begin:

When considering how Priestley presents Mr Birling as arrogant one is struck by his declaration that the Titanic is ‘absolutely unsinkable’. Or perhaps When considering Macbeth’s obviously violent nature one is immediately captured by Shakespeare’s initial description of him in battle, yielding his sword so that he ‘carv’d out his passage’.

There are a couple of reasons I really like this formulation. First, I’ve found it encourages students to begin looking at specific instances of language straight away. Using ‘one thinks of’ helps to cue a particular example from the text. What image or word does one think of? Second, I think ‘considering’ helps to frame the kind of attitude we want students to adopt towards a text. It’s explorative, tentative; they’re considering rather than telling. Finally, it helps to ensure an immediate focus on the precise terms of the question where the X refers to the question being asked.

This stem itself doesn’t guarantee any of these happen, but it does help to push students in the appropriate direction, and with lots of modelling and rehearsal can be really effective.

Pressing upon…

I think I must say a variation of the following several times a lesson: Say more things about fewer images. I talk about identifying divable images that students out to dive into or drilling deeper into an image, saying multiple things about it.

There are a few phrases that I use to try to help prompt or encourage the desired depth of analysis, but I especially like ‘Pressing upon’. This would always be used after an initial point of analysis, as a way to transition into a further point. A student might write, for instance:

Bennett’s use of ‘precious’ helps to convey just how much Hector values knowledge, it is something dear to him, almost like a jewel. Pressing upon this image further , one could also suggest ‘precious’ indicates knowledge ought to be protected, it is delicate and needs defending.

In this example, the sentence stem has cued up the further point, providing a way for the student to neatly and cogently shift into it whilst also framing the act of drilling deeper into the language being used.

Similar to the way in which/In much the same way that…

This is a sentence that I think works really well when moving from one text to another in comparative essays. It’s what I call a linked transition. Rather than beginning a new text without any reference to the previous one, I ask students to transition into the next one by explicitly referencing the previous one, thus creating one point of connection immediately.

As an example imagine the following question from a GCSE Poetry Anthology: Compare how poets present attitudes to toward a parent in Follower and one other poem. A student might begin the second half of the essay simply by moving directly to Mother, Any Distance with this sentence: ‘Armitage presents the relationship between mother and son as fractured…’, before then continuing with the analysis.

Using a linked transition, though, they might instead write:

In much the same way that Heaney depicts an ultimately difficult and burdensome relationship between father and son, Armitage too presents the relationship between mother and son as fractured.

It’s such a small and easy change to make, but makes a big difference.

Whilst it is true that….one could also argue….

We all know that the best essays tend to consider multiple points of view or interpretative perspective. I often find students attempt to do this in a rather clumsy fashion, typically some variation of ‘an alternative interpretation is’ or ‘another viewpoint might be’. From day one, I encourage my students not to do this and instead model phrases such as ‘whilst it is true that…’ or ‘whilst it could certainly be argued that…’ before than outlining the alternative view with ‘it could also be argued…’ or ‘one could also argue…’.

I find this stylistically smoother, but also feel it better frames the interpretative disposition I hope to encourage in my students: explorative and attentive to the multiplicity language. It’s not so much an alternative interpretation belonging to someone else, but rather a single reader simultaneously holding within their mind an understanding that is multivalent.

This suggests/indicates/implies/insinuates X because…

Continuing with this idea of multivalence, one word that is all but banned from essays is ‘show’ as in ‘this image shows the reader…’ or ‘this shows…’ For me, ‘shows’ is the analytical equivalent of ‘nice’ in creative writing. One step up from ‘X puts an image in the reader’s head of…’, but still not quite fitting the bill.

Instead, I prefer any of the following, as well as other similar what we might call analytical verbs: suggests, indicates, implies, insinuates. Not does this, to my mind, help to frame an exploration of literature that is attentive to its inherent dialogism, it also provides a cue to help students better appreciate this.

When I model and rehearse the uses of these words, I go to great lengths to explain why they are more effective than ‘show’. They provide a really effective way of framing what is a major aspect of the conditions of literary study, namely that the interpretation of literature contains very little of right and wrong, but rather levels of evidence and appropriate readings. An image might suggest something, but it does not definitively mean that thing. This is a key lesson for students to learn and embedding it into how they write about literature, with extensive modelling and explanation, is a powerful first step.

A Word of Warning

I recall a number of years ago first reading Dan Willingham’s ‘Why Is It So Hard to Teach Critical Thinking’ and being really struck by the thought that a student might know the cue that is expected, but still not how to enact it. They might know, for instance, they are expected to use the above sentence stems, they might remember them and know the words, but that is not a guarantee they can successfully implement them. This has always stayed with me.

The solution, I think, is in large part lots and lots of modelling of their use, both live modelling where the teacher is verbaliser why they are using a certain stem and why it is appropriate, but also static modelling where an examplar is picked apart and discussed. This will help not only to acclimatise students as to how to use them, but why they ought to deployed in certain contexts and not others.

Here’s a sheet I use when introducing these sentence stems: https://tinyurl.com/yyt7m79t

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2 thoughts on “ perfecting the sentence: explicitly teaching sentence stems ”.

• Pingback: All About Writing: Rehearsing, Scaffolding and Modelling High Quality Analysis – codexterous

Hi thank you so much for this and for all your references in Twitter. They are invaluable!

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Sentence Starters To Broaden Your Vocabulary in Analysing Argument

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Go ahead and tilt your mobile the right way (portrait). the kool kids don't use landscape....

Writing an Analysing Argument (or Language Analysis) essay can be difficult, and sometimes selecting language that won’t sound repetitive is the tricky part. If you’re looking for ways to overcome that hurdle and make your writing sound more formal, then this is the blog for you. 

In these tables are simple sentence starters you can use to formalise and clarify your ideas in a non-repetitive way. This blog takes into account the most important elements of a Language Analysis, such as analysing visuals and connecting a technique back to the author’s intention (that is, what they want the audience to think/feel/do). 

Within these tables, I’ve included a sentence example for each phrase. The examples are in response to a fictional article by Samantha Pearson, What’s wrong with using online lingo in everyday life?. The article is about Gen Z's use of online lingo and argues that the concern surrounding its potential implications is unfounded. If you’d like to see the entire original article and an A+ essay written in response (along with a number of other sample articles and high-scoring essays), you’ll find all of this and more in How To Write A Killer Language Analysis .

If you’d like to see a detailed guide on Language Analysis, including what you're expected to cover, how to prepare for your SAC and Exam and more, check out our Ultimate Guide to VCE Language Analysis .

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• Different types of essay structures broken down so you understand what to do and what not to do with confidence

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 .

[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!

[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!

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.

For an overview of the EAL study design plus tips and tricks for language analysis, time management and more, check out The Ultimate Guide to EAL .

EAL Language Analysis Introductions

Both EAL and mainstream English students will need to complete a Language Analysis task as part of the VCAA Exam. The introduction of Language Analysis essays for VCE English is somewhat rigid as there are multiple components that must be included, for instance: issue, form, contention, name, publishing date, tone, etc. However, many of the ‘must have’ components of mainstream English essays are not required for EAL students or the EAL end-of-year examination. Check with your school/teacher to find out their opinion and criteria on this matter though, as they mark your internal assessments/Language Analysis SAC!

The 2019 VCE English as an Additional Language Examination Report states: 

‘Introductions should be limited to showing an awareness of the audience, the context and the overall contention of the piece.’

With this guideline in mind, the advice I am sharing in this blog post is based on the understanding and assumption that EAL Language Analysis introductions DO NOT need background information such as where the article is published, when is it published, style, etc. But again, make sure you check with your school/teacher to find out exactly what criteria YOU need to meet for your assessments/SACs that are marked internally. 

Using Templates in Your EAL Language Analysis Introductions

Since EAL is more flexible than mainstream English, and requires fewer elements, you can adopt a template for introductions that you are comfortable using to save time during the assessments. 

For example, these sentence templates below are really versatile and can be easily adapted and/or combined to suit your essay: 

• In response to the divisive issue of…(AUTHOR 1) implicitly/explicitly/inadvertently contends that…
• (AUTHOR 1) takes on a...tone to grab the attention of...(SPECIFIC AUDIENCE)
• Similarly/contrastingly,...,(AUTHOR 2) implicitly/explicitly/inadvertently contends that...in a...tone.

Using the templates above, here are some examples of what the final product for your introduction may look like. I have bolded the ‘template’ parts so that you can see exactly how the templates have been used, but remember these are just templates, so you can adjust the wording slightly to suit your needs:

And if you want to learn more about tones, head to 195 Language Analysis Tones .

Example 1 (Using Templates 1 & 3)

(1) In response to the divisive issue of building an Apple global flagship store at Federation Square, the COMAAFS implicitly contends in an accusatory and defiant tone that the flagship store should not be built to replace one of Melbourne’s most popular landmarks. (3) Contrastingly , the web post written by the Victorian Government explicitly rejects the accusation from COMAAFS and advocates for the immense benefits that Victorians will receive from the Flagship store in an explanatory and reassuring tone .

Example 2 (Using Templates 1 & 3)

(1) In response to the divisive issue of homeless people camping in the city of Melbourne, Christopher Bantick contends in an accusatory and heated tone that the ‘move-on’ law must be introduced in order to remove the homeless in Melbourne. (3) Contrastingly , Dr. Meg Mundell insists that making it illegal to sleep on the street will only exacerbate the problem in a demanding tone .  

Example 3 (Using Templates 1 & 3)

(1) In response to the recent furore of the increasing use of cars, Tina Fanning contends in an alarming and mobilising tone that cars are no longer a viable mode of transport in the foreseeable future. (3) Similarly, Lucy Manne predicts the catastrophic consequence of excessive car use on Australian society in a composed and authoritative tone .

If you want to take your introduction to the next level, see The Importance of the Introduction for tips!

Comparison of Arguments & Contentions in EAL Language Analysis

Unlike mainstream English, comparison of arguments/contention between the two writers is not essential for EAL, but it will probably earn you bonus brownie points if you do have time to add it in your essay :) For further explanation on comparative analysis, you can refer to this step-by-step guide: Exploring an A+ Language Analysis Essay Comparing Two Articles . Although the guide is aimed at mainstream English students, you can still apply some of the tips and strategies as an EAL student. It will really help to take your Language Analysis to the next level!

Updated 08/01/2021

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 .

Often, beginning a Language Analysis essay can be tough. How do you start? Do you even need to write an introduction? There are many answers to these questions- some say that because an introduction is not explicitly worth any marks, you don’t need to bother. However, an introduction can be a great way to organise your thoughts and make sure you set up your analysis properly…as long as you don’t waste a lot of time writing unnecessary sentences. 

If you'd like to see exactly what goes into an A+ Analysing Argument response, from the introduction to body paragraphs and beyond, check out our How To Write A Killer Language Analysis ebook!

You can use a simple, easy to remember formula that will help you to identify the key aspects of the piece very early on, and this will show your examiner that you know exactly what you’re talking about- all you have to do is to remember the acronym "CDFASTCAT”.

Here is a breakdown of each aspect and its importance:

This gives the audience some background information on the issue, and “sets the scene” for the article or text. In ANY language analysis article/piece you come across (whether it be in the exam or in practice), there is always a box with the context of the article explained. ALWAYS read it and let it influence your analysis. If you exemplify consideration of the information provided to you in your analysis, you will show a deeper understanding of the issue, and your analysis will be more accurate and detailed. Aim to demonstrate that you understand why the article was written, and its surrounding circumstances.

This gives the article a wider context, and helps the audience understand why the author may have a certain viewpoint. It is also good practice to properly reference the article in your analysis, which includes the date, author, source and title.

The form of a Language Analysis text can vary, from newspaper articles, blogs, comics or even speeches. Each form has its own set of conventions which can help you identify language techniques, and can change the way the message is communicated to the audience. For example, in a speech, the speaker is more likely to directly address their audience than the editor of a newspaper may in an editorial.

When writing a Language Analysis essay (or any essay for that matter), always refer to the author by either their full name, their surname only, or a title and a surname - NEVER by their first name alone. For example: 'Lyle Shelton', 'Mr. Lyle Shelton', 'Mr. Shelton' and 'Shelton' are all okay to use in your essay. However, you would never use 'Lyle' on its own.

The source of a text can influence your understanding of the audience. For example, an article written on a blog about gardening is likely to have a different audience to a financial journal. Including the source is also an important so that the article is properly referenced.

Including the title in the introduction is critical to properly introducing the article. Remember to analyse major techniques in the title if there are any during the body of your essay!

Contention ‍

Identifying the author’s contention can be the most difficult aspect of Language Analysis for many students. The trick is to ask yourself the question 'What is the author’s argument?' If you want to break it down even further, try asking 'What does the author want to change/why/what is it like now/what do they want it to be?'

Depending on the audience, different techniques and appeals may work in different ways. For example, an appeal to the hip-pocket nerve is more likely to have an effect on single parents who are struggling financially than it is on young children or very wealthy people.

You should not include a tone word in your introduction as the author’s tone will shift throughout the text. However, identifying the tone early on is important so that you can later acknowledge any tonal shifts.

Often, articles will include some sort of graphic; it is important that you acknowledge this in your introduction and give a brief description of the image - enough so your analysis can be read and understood on its own. The description of the image is the equivalent of an embedded quote from an article; both are used to provide evidence to support your analysis.

10 Things to Look for in Cartoons is a great resource to help you learn what to look for in graphics. Don't be put-off by the name; you don't need to be studying cartoons specifically in order to learn heaps from this blog post.

If you follow the CDFASTCAT approach, your Language Analysis introductions will become easy to write, straight to the point and full of all the most important information - good luck! ☺

For an overview of English Language, the study design, what’s involved in the exam and more, take a look at our Ultimate Guide to English Language .

How To Effectively Build an Essay Evidence Bank

Essays in English Language require contemporary examples of language being used in Australia , in order to justify your response to the topic. English Language essays are often said to only be as good as the examples that are used, so it follows that your essays will only be as good and interesting as the examples that you find. It’s a really good idea to start collecting examples, or evidence, in a “bank” from day one, and throughout the year as you prepare for essay SACs and the final exam. Great examples not only lead your discussion, but also make your essay more interesting and therefore stand out.

What Makes a Good Piece of Evidence?

Primarily you want your evidence to comprise examples of how language is being used within a specific context in contemporary Australia . For instance, you might explore how leaders in Australia use overtly prestigious language with Victorian Premier Daniel Andrews’ use of the formal vocative phrase 'my fellow Victorians' at a press briefing. You may not always be able to find a specific instance of a particular language feature being used, which can be especially true for language that is not frequently used in public contexts, such as slang and ethnolects . It is okay to just have general examples that you discuss in these instances; perhaps the ellipsis (omission of understood words) of auxiliary verbs in varieties such as Greek Australian English . What is important is that the majority of your examples are actually instances of language features being used , and not simply a quote of someone else’s analysis of language, such as a linguist’s quote. Such quotes can be used in essays, but should complement your own discussion of your own examples.

Good examples must also be 'contemporary', as per the majority of essay prompts. As a general rule of thumb, ask yourself if the example you have is older than two years , and if so you may want to think of something newer. This does not mean you can never employ an older example. For instance, you may want to discuss language change in an essay, which sometimes necessitates discussing the historical context of certain language features.

How To Build an Example Bank

Many students find it highly beneficial to create a table or list of examples that they will practice and get comfortable with – you cannot bring this into the exam of course, but it is a very effective tool for preparation. In your table or list, consider including the following:

• Your example itself (this may not always be just a quote, sometimes you might have a phonetic transcription, for instance)
• The context that surrounds the example
• The metalanguage that you can use to analyse it
• The areas of the study design and essay topics it can cover
• A few short sentences of analysis

An example is given below:

These examples do not necessarily have to be something that you put a huge effort into going out and finding, so long as you make sure that you write down interesting language features that you come across in your day-to-day life . Keep an eye on places like the news, social media ( including emojis and text speak ), and any Australian television, radio, podcasts you watch or listen to. You will of course also discuss different examples of contemporary language use in class too, so make sure to add them as well.

Getting evidence is only step one of preparing for essay writing in English Language, but is the most important step for writing interesting and engaging essays. Keep in mind that this doesn’t have to be a solo activity; collaborating with classmates and group discussions, especially as you prepare for the exam can be a great way to make evidence collection fun. Be sure to check out our other blog, What Is an English Language Essay? for other tips and tricks to make your essays stand out.

Hey everyone!

I’m super excited to share with you my  first  ever online tutorial course for VCE English/EAL students on  How to achieve A+ for Language Analysis !!!

I created this course for a few reasons:

Language Analysis is often the  key weakness  for VCE English/EAL students,after my  intensive workshops , students always wish we had spent  even   more  time on Language Analysis,many of you have come to me seeking private tuition however since I am fully booked out, I wanted to still offer you a chance to gain access to my ‘breakthrough’ method of tutoring Language Analysis,I am absolutely confident in my  unique  and  straightforward  way of teaching Language Analysis which has lead to my students securing exceptional A graded SAC and exam scores!

Are you a student who:

struggles to identify language techniques?

finds it difficult to identify which tones are adopted in articles?

has no idea explaining  HOW  the author persuades?

finds it difficult to structure your language analysis essay?

becomes even more unsure when comparing 2 or 3 articles?

feels like your teacher at school never explained language analysis properly?

prefers learning when it’s enjoyable and easy to understand?

wants to stand out from other students across the cohort?

wants to know the secrets of 45+ English high achievers?

wants to know what examiners are looking for?

sees room for improvement whether you’re an average student or a pro?

wants to get a head start and maximise your potential in VCE?

This is what you will accomplish by the end of the course:

Be able to successfully identify language techniques in articles and images

Be able to successfully identify tones adopted in articles and images

Be able to analyse a single article or image

Be able to analyse 2 or more articles and/or images

Be able to apply your new skills coherently and clearly in essay writing

You will be able to accurately describe HOW an author uses language to persuade

You will be able to plan and write a language analysis essay structure (single article/image)

You will be able to plan and write a language analysis essay structure (2 or more articles/images)

You will understand common pitfalls and how to avoid these in language analysis

Be confident when approaching your SACs and exam

Know exactly what examiners are looking for and how to ‘WOW’ them

Know how to distinguish yourself from other students

Have unlimited help in course forum from myself and other VCE students

You will become a better VCE English language analysis student!

To find out more, you can check out the full details of the course   here !

See you in the course!

Updated on 15/12/2020.

• Summary: A Brief Snapshot
• Character Analysis
• Stage Directions
• Essay Topics
• Essay Topic Breakdown

Extinction 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 .

1. Summary: A Brief Snapshot

At the heart of innovative technology and products lies exceptional human creativity. Our brains are practically wired to create and innovate newness. Naturally, the influx of products entering the market creates a consumer frenzy. Suddenly, everything is a commodified entity with a dollar-sign attached to it. Its inherent value lies in how much consumers covet the item. 

Let’s take the iPhone for example! An idea of a communication device - both sleek in its functionality and aesthetic - is mass produced, consumed by millions and the cycle perpetuates itself. It is an item so coveted and desired, a 17-year-old boy from China sold a kidney to buy the iPad and iPhone. This phenomenon of consumerism is symptomatic of a contemporary world’s obsession with vanity and aesthetic. Our fixation on the surface-level and glossy facades is similarly echoed by Extinction ’s main protagonist, Professor Heather Dixon-Brown, who criticises the ‘charismatic fauna push’ where we are ‘making celebrities out of pandas and polar bears’. While those campaigns are successful in raising better awareness and positivity in the realm of conservation, they do not change the ways in which we live and consume.

How we live today is inflicting a deep ecological impact on planet earth. Furthermore, as urban landscapes inevitably expand, we continue to encroach on the territory of the natural world.

These are the kind of thoughts that popped into my mind after reading Extinction . Hannie Rayson’s provocative play delves deep into the central question of what it means to uphold a personal conviction in the face of self-interest and necessity. Casual flings, extinguishing of life and the friction between ‘ideological purity’ and functionality threatens to unhinge even seemingly robust characters such as Heather Dixon-Brown, an ecologist who preaches that she ‘uses her head, not her heart’. Rayson’s literary work endeavours to capture how the human character is, in fact, multidimensional and never static! As the passionate environmentalists and pragmatic ecologists are entangled in ethical quandaries, the playwright also illustrates how divorcing your mindset from emotion is a universal struggle. Furthermore, she explores how moral conviction is consistently at odds with the demands of the personal and professional domains we inhabit.

Throughout the drama encapsulating mining magnates, environmentalists and ecologists, Rayson combines their fictional voices to echo a cautionary tale of how self-interest and misconception about ‘the other’ may distort rationality. When the CEO of Powerhouse mining, Harry Jewell, bursts into a wildlife rescue centre in Cape Otway, holding a critically injured and endangered tiger quoll, he inadvertently catalyses a conflict that will draw out the prejudices withheld by the trio of environmentalists.

I encourage you to think about the lessons embedded in the play. What are the take-home messages YOU have discovered?

Guiding Questions:

• What is the message the playwright is attempting to deliver to her audiences?
• When you finished the play, what feelings were you left with?
• Which characters did you find likeable? Who aggravated you the most? And most importantly, provide evidence for why you felt that way! Was it because of their problematic ways of dealing with an ideological crisis? Or their fierce passion towards upholding moral conviction?

2. Character Analysis

Let's take a look at these deeply flawed human beings:

Professor Heather Dixon-Brown ‍

• Director of the CAPE institute 
• Interested in only saving species that are ‘statistically saveable'.
• Bureaucrat with the realism to match.

'I am an ecologist, not an environmentalist. I use my head, not my heart.'

'Species are like commodities…I just don’t approve of this ‘charismatic fauna’ push - making celebrities out of pandas and polar bears.' (p. 99) 

'You want me to close the CAPE. Is that what you want? Then we can bask in ideological purity…' (p. 120)

The never-ending struggle between heart and mind is central theme in the play.

Harry Jewell

• An idealist with the knack for alluring women to fall for him.

'You don’t serve your cause by being indifferent to the interest of working people.' 

'I know his type: the kind of greenie who’s always saying no. No dams. No mines. No roads.' (p. 114)

'I am not some multinational corporation devouring the Amazon. I’m just a bloke who’s come back home.' (p. 114)

Piper Ross ‍

• Zoologist from San Diego Zoo (temporarily transferred) 
• Andy Dixon’s girlfriend 
• Gets entangled in a romp with Harry Jewell aka Mr. Evil

'They are all 'worth saving''. (p. 83)

• A vet who is extremely pragmatic in his mindset towards his work and personal life
• Slight aversion to technology
• The inevitability of technology supplanting certain occupations 
• Technological evolution? (Is it the kind of evolution we want?)

'…the great advocate for our native flora and fauna… ' (p. 118)

'You should see this dairy farm. It’s all computerised. They’ve got one bloke managing a thousand cows. No human supervision of the milking. No-one to check the udders. I’m just there, doing the rounds. Like a robot.' (p. 82)

Logic vs. Emotion (Pragmatism vs. Ideological Purity)

To divorce your emotions from affecting your decision-making capacity is a universal struggle aptly captured by Rayson’s depiction of Dixon-Brown’s gradual inclination towards the tiger quoll project funded by a coal company. In this case, we can argue that her objectivity and ‘her head’ is seemingly beguiled by the charms of Harry Jewell. 

Early in the play, Professor Dixon-Brown is anchored to her desk, filing applications and paperwork instead of ‘getting back to her own research’. This prospect changes when Harry - big coal - offers 'two million dollars on the table' to fund the tiger quoll campaign. Nonetheless, we see the two unexpected collaborators setting a dangerous precedent where one can simply equate a species’ livelihood to ‘commodities’ and ‘a good return’ of profit.

What is compelling about Harry’s character is that he combines both pragmatism and ideological purity. Firstly, Harry has the means and business acuity to manoeuvre a board of directors bent on exploring coal ‘right on the edge of the national park’. However, ‘Mr Evil’ is also inspired by nostalgia and sentimentality over a childhood memory where a tiger quoll steals his drumstick.

Conversely, Andy Dixon-Brown’s stance against the mining industry and automated dairy farms is admirable considering how technology has become a central cornerstone of modern-day life. His partner Piper Ross, a zoologist, echoes similar distaste for mining companies, however, her passion for ‘saving’ all animals eclipses her own presumptions towards ‘Mr Evil’. She is eventually persuaded to head the tiger quoll project.

Whereas, Professor Dixon-Brown enjoys the uncomplicatedness of numbers and statistics. However, her carefully crafted algorithm fails to differentiate between the diversity of animals within the ecosphere. Instead, it filters out populations of 5000 and above to collate only the ‘statistically saveable’.

In this respect, Harry’s actions showcase how a striking a balance between pragmatism and emotion is important.

Unity in a Socially Divisive World

In this play, the ‘us vs. them’ mentality pervades the minds of the protagonists. Through the heated dialogue between environmentalists, ecologists and mining moguls, Hannie Rayson delivers the message that as a society we should not be so reliant on simplifying individuals based on age-old presumptions and surface-level characteristics. Harry Jewell echoes a similar sentiment as he discusses his company’s plans to Piper: 'Who’s this ‘we’? You don’t serve your cause by being indifferent to the interests of the working people.' (p. 92)

Zooming in: Andy & Harry: Let's explore the volatile dynamic between the two males

Andy’s indignant stance against collaborating with the mining industry showcases his resilience in sticking to his moral code. One can argue that his immediate demonisation of Harry Jewell, as evidenced by the nickname ‘Mr. Evil’, is a symptom of Andy’s oversimplified thinking. It is through Andy’s inflammatory and infantile language towards the Mining CEO that Rayson articulates how the politics of conservation is in shades of grey. Conversely, Harry’s admits that he knew Andy was ‘the type of greenie who’s always saying no [from the moment he came through that door]’. In highlighting the binary oppositions of the two men working in different fields, the play acknowledges how prejudice inhibits potential collaborations.

Harry and Andy showcase how our own misconceptions about ‘the other’ detract from our own moral causes - such as in this case, saving the forest. Both men are committed to the same cause. However, Andy’s antagonistic approach towards Harry undercuts his own integrity as he willingly allows prejudice to cloud his thinking simply because it is the more convenient thing to do, as opposed to collaborating and accommodating each other’s interests.

Categorising strangers into convenient stereotypes is pure laziness.

• Andy: 'Hope he didn’t damage that cruise missile he’s got out there?' (p. 73)
• Harry: 'I know the type - knew him the moment he came through that door. He’s the kind of greenie who’s always saying no. No dams. No mines. No roads.' (p. 114)

Romanticism vs. Reality

Against the backdrop of familial arguments and budding romances, Extinction ’s Professor Dixon-Brown’s blunt dialogue about conservation reveals its politicised nature. Her heated dialogue with Piper echoes her frustration at ‘writing [Stuart Decker’s] applications so he can get ‘a sun tan’ conducting research on The Great Barrier Reef and win accolades for it'. Furthermore, she satirically exclaims that ‘[the institute] needs to defend its territory’. Her mocking of the vice-chancellor who acted like they were in a ‘White House Situation Room’ implicitly demonstrates her growing disdain towards the tenuous politics of her workplace. Essentially, Heather’s realist approach exposes what lies beneath the glossy exterior of conservation efforts.

I’ve seen quite a few videos of baby pandas circulating on my Facebook feed, most of them are part of a conservation effort or campaign. The comment section of these videos is like a medley of heart-eyes and exclamations of ‘How cute!!’ This relatively harmless sentiment is dismissed by Professor Dixon-Brown when she states that she is completely disengaged with ‘charismatic fauna’ (p. 99) push - making celebrities out of pandas and polar bears’. Our overwhelmingly positive reactions towards such campaigns is based on a societal gravitation towards the aesthetically pleasing which bleeds into the next thematic idea revolving around our fixation on appearance (surface-level).

Essentially, in the context of this play, the preferential treatment of endangered animals reflects our own biased thinking.

Vanity and Our Obsession With Appearance

The idea of vanity also pervades the sub-consciousness of both male and female protagonists. Against the backdrop of environmental conservation dilemmas, Hannie Rayson manages to entwine a secondary story strand which captures the insecurities peppering the female experience in this contemporary age. The audience learns that Heather Dixon-Brown spends $267 on hair removal every five weeks. Interestingly, her brother, ‘a screaming heterosexual’ (p. 95), likens the hair removal process to ‘getting a tree lopped’. The destructive and almost violent imagery of chopping down a tree echoes the crippling pressure for Heather to ‘sculpt’ herself into a particular ideal of femininity.

It is in this way that Rayson articulates a broader thematic idea that womanhood is still being defined in terms of attractiveness and perseveration of youth. Heather’s internalised insecurities resurface in her heated confrontation with Harry. She accuses him of ‘prefer[ing] a younger woman’ and having ‘never been with a woman with pubic hair’. Both of which Harry indignantly refutes. Through this heated dialogue, audiences gain an insight into Heather’s vulnerability as a divorcee-to-be and interestingly, we are exposed to her assertiveness as she questions 'can’t [you] stomach a woman who stands up to you?'

Her conflicting ideologies on womanhood are best exemplified through Harry who almost admonishes her for embodying ‘some nineteen-fifties idea of relationships’ where ‘sex with someone’ does not necessarily entail ‘a lifelong commitment’. This is also the central conflict faced by all the characters who engage in seemingly non-committal relationships and false expectation. It is through these failed trysts that Rayson disapproves of uninhibited sexual impulses and by extension, criticises the increasing promiscuity in contemporary times. Essentially, Rayson’s fixation on causal sexual relationships mirrors her own opinion that there has been a paradigm shift in how we govern our sexuality and bodies since the 1950s.

Conservation in a World of Destruction

You can define conservation in terms of ‘preservation of… ’, ‘sustaining…’.

In the personal domain, Piper maintains that she and Harry ‘slept in separate tents’ to her boss Professor Dixon-Brown who also doubles as her potential sister-in-law. Conversely, Professor Dixon-Brown is forced to make an ethical compromise to prevent a career besmirching orchestrated by a mass-email insinuating a sordid romance between her and her newest collaborator, Harry Jewell. Her reputation as CAPE’s director is nearly tarnished by the vengeful force of a fling’s ex-wife.

Do I preserve my moral compass or my professional reputation?

Other thematic ideas that relate to this umbrella phrase include: misuse of authority and ethics of the digital world.  

Deleting emails is tantamount to rewording/reworking history. Professor Dixon-Brown’s attempt at salvaging/restoring her pristine moral code of ‘using her head, not her heart’ is encapsulated in her desperate dash to the IT servers at 1am in the morning to delete the incriminating email detailing her illicit relationship with Harry Jewell. This, undoubtedly, compromises both of their careers as professionals. Furthermore, their intimate fling casts Dixon-brown as a seducer/a woman who is easily compromised, which is untrue. However, it is the facades that count in the play.

4. Symbolism

Euthanising the female tiger quoll.

In this case, by virtue of being female, we can assume the tiger quoll ‘with a crushed spine’ has reproductive capabilities. The injured tiger quoll was a life-giving entity. Technically, if she recovered fully, the tiger quoll could be the solution to its endangered status. 

Andy’s swift decision to euthanise the animal in great pain could be in reference to his own desire to ‘make [his life] over’. He has inadvertently projected his own fears and anxieties over his GSS diagnosis onto the critically injured creature. Essentially, in the moment of mutual pain, Andy could resonate with the tiger quoll. 

One-Night Stands/Casual Sex/Non-Committed Relationships

My theory is that the images of casual sex serve as an ironic layer to a play titled Extinction . Both Piper and Heather unwittingly develop sexual relations with Jewell on a casual basis which symbolises how intercourse is no longer purely valued as a means for continuing the species. These ‘efforts’ for reproduction are fruitless. 

1. They show how mankind is centred on pleasure and instant gratification, prioritising the self above all matters. 

2. They demonstrate how modern living expectations, consumerism and the perpetuation of gluttony have led to a plateau in human evolution.

Real-life Amanda -> Tutor comment translation:

As I was reading the text, a recurring question kept nagging at me: Why are there intimate scenes sandwiched between the layers of ideological conflict and tension?

Tutor -> real-life Amanda translation:

Oh my goodness, are these characters THAT sexually frustrated? Someone’s heart is going to get broken and then we will have to analyse that in our essays. Ughhhhhh.

5. Stage Directions

Weather transitions.

1. The opening scene showcases how vets and environmentalists alike are surprised by the first sighting of a tiger quoll in a decade. Their surprise at this unprecedented occurrence is reinforced by the ‘wet and windy’ conditions. Typically, stormy weather is symbolic of chaos and unpredictability. 

2. During a particularly heated exchange between Andy and Piper, the interjection of ‘ thunder’ intensifies rising temperament in both characters. (p. 73)

3. When Andy discovers who ‘Harry bloody Jewell’ is, his growing disbelief and rising temperament are complemented by the off-stage sound of ‘ the roar of the motorbike’. The audiological stage cue characterises Jewell as an unwanted presence of chaos and noise. As the motorbike’s roar is a sound incongruent with the natural environment encapsulating Harry.

The Meaning of Fire

In Act Two: Scene One, the secretiveness of Harry and Piper’s tryst is underlined by the ‘vast blackness’ and their figures ‘in silhouette’. Furthermore, its fragile and tenuous connection is symbolically related to how both counterparts repeatedly ‘poke[] the fire’ to ensure its longevity through the night. Perhaps, this imagery is referring to how all temptation and sexual energy need to be moderated, which complements Piper’s reluctance to continue their budding relationship.

6. Sample Essay Topics

We've offered a few different types of essay topics below. For more sample essay topics, head over to our Extinction Study Guide to practice writing essays using the analysis you've learnt in this blog!

Theme-Based ‍

The play, Extinction demonstrates that compromise is necessary in the face of conflict.

Character-Based

As a self-professed ecologist, Heather Dixon-Brown’s decision to collaborate with 'the other’ stems from self-interest. Discuss.

Quote-Based

'I use my head, not my heart.' Extinction explores how human nature reacts under pressure and vice.

How does Hannie Rayson explore the idea of emotion in the play Extinction ?

7. Essay Topic Breakdown

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

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

Step 1: A nalyse

Step 2: B rainstorm

Step 3: C reate a Plan

Theme-Based Prompt: Extinction is a play about personal integrity and environmental responsibility. Do you agree?

Step 1: analyse.

This essay prompt is an example of a theme-based prompt . It specifies both 'personal integrity' and 'environmental responsibility' as themes for you to consider. When faced with a theme prompt, I find it most helpful to brainstorm characters and author’s views that are relevant to the given themes, as well as considering more relevant themes that may not have been mentioned in the prompt itself.

Step 2: Brainstorm

• Personal integrity and environmental responsibility are central themes, but they aren’t the only themes that Extinction concerns itself with
• Environmental responsibility - political, financial, social, pretty much all characters (Piper and Harry as a focus)
• Personal integrity - truth versus lie, how we react under pressure, Dixon-Brown and her choice to delete the emails
• What is left over? Other kinds of responsibility, e.g. interpersonal relationships
• Interpersonal relationships, e.g. Piper and Andy (with a focus on Andy)

Step 3: Create a Plan

P1: Environmental responsibility

• Piper and Harry - the tiger quoll project
• Potential to talk about idealism versus pragmatism?

P2: Personal integrity

• Honesty, morality, ethics
• Dixon-Brown’s choice to delete the emails is motivated by selfishness, not by personal integrity

P3: Responsibility to act honestly and transparently in relationships Andy!

• He is both environmentally responsible and has personal integrity, but still struggles with his relationships until the very end of the play

If you find this helpful, then you might want to check out A Killer Text Guide: Extinction where we cover five A+ sample essays (written by a 50 study scorer!), with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so that you know how to reach your English goals! Let's get started.

8. Resources

The Ultimate Guide to VCE Text Response

Extinction by Hannie Rayson A+ Essay Topic

How To Write A Killer Text Response ( Study Guide)

How To Embed Quotes in Your Essay Like a Boss

How To Turn Text Response Essays From Average to A+

5 Tips for a Mic-Drop Worthy Essay Conclusion ‍

We’ve explored creative writing criteria, literary elements and how to replicate the text over on our The Ultimate Guide to VCE Creative Writing blog post . If you need a quick refresher or you’re new to creative writing, I highly recommend checking it out!

For many students, writing creative pieces can be slightly daunting. For some, it is about unleashing the writer within as the boundaries and thematic constraints that exist in Text Response are lifted. For others, it can be an opportunity to discover new writing styles, branching out from the generic T-E-E-L structure.

Formats of imaginative pieces include:

• short narratives,
• a personal diary entry ,
• chronicling the character's thoughts,
• and monologues.

Writing in an imaginative style allows you to draw from your own morals, views and feelings. You can weave in personal anecdotes, experiences, and metaphorical language which gives one's writing that pizazz and individualist factor!

Moreover, you can showcase how you have perceived and interpreted the characters within the novel/film, the landscapes they inhabit. Alternatively, you can step into different personas. For example, for the topic of conflict, I can write as an injured army medic, a doctor, a foreign correspondent and a war photographer.

However, imaginative writing also has many pitfalls students tumble into (do not despair; you can get out of it!):

1) Don't get too caught up in emotions and flowery language.

Great imaginative pieces are not only graded on how good your story telling skills are. More importantly, your teachers would be grading on the palpable links to the themes of the text and prompt you have been given.

In Year 11, when I wrote an imaginative piece, I went overboard with the flowery metaphorical language. My teacher said ‘Overall, the piece is good however, at some parts it sounded like purple prose.’ When I read it over now, I shudder a little.

2) In Reading and Creative, there is greater emphasis on extrapolating themes and ideas from your studied text.  

So, those radical and out-of-the box ideas and views you have in relation to the text can now be used.

For example, the overarching themes in  Every Man In This Village Is A Liar  encompass the Palestinian-Israeli conflict, inequality (the unequal status of women in Middle East), the effect of war on the physical body and the human psych and, how the media portrays war and violence. The starting point to planning any context piece is to use quotes and ideas within your text. Infer meaning from those quotes and main ideas and ask yourself:

• 'Does it hold a great degree of relevance to issues prevalent today?'
• 'Can I link it to my sac/exam prompt?' 

So, here's an example of planning a creative piece. Two of my favourite quotes from  Life of Galileo  are:

'Science is the rightful, much loved daughter of the church.'

‘Our ignorance is limitless; let us lop off a millimeter off it. Why try to be clever now that we at last have a chance of being less stupid.’

In essence, this conveys the overarching theme of science vs. religion, and how Church and the inquisition exploit the peoples' views through their own ignorance. Their fear of change, pioneering and gaining of new knowledge stems from the prospect of chaos if society's entrenched values are uprooted. I interpreted this as 'ignorance is not bliss' and instead, it breeds fear in people. This is in relevance with the tragic events that has occurred in recent years - acts of terrorism, and/or racially motivated attacks. In the context of our modern society, religion and science still maintain an intriguing and tumultuous relationship. As the advancement of technology and ethics are not at equilibrium, this is where controversy arises. Conversely, we now have to consider whether this relates to the prompt:

A person never knows who they truly are, until tested by conflict.

Possible idea for this example:

"Is it ethical to administer a new drug capable of rewiring and regenerating brain function at a neuronal level to someone who has sustained extensive brain damage? Is it deemed humane to potentially change a person's character? At what personal cost will this have? - Playing god."

Tips to achieve A+ in creative writing

1. ensure it is related to the text..

A lot of students believe that the reading and creating essay is exactly the same as the old context essay. However, there is a significant difference! While a creative context essay does not have to link to the text in any way and only needs to explore a certain idea (e.g. encountering conflict), the reading and creating essay needs to offer a relevant interpretation of the text as well as show understanding of the text’s messages and how the text creates meaning .

The easiest way to write a creative response that links clearly to the text is to write about a scenario that is related to the plot line. You can do this by writing a continuation of the storyline (i.e. what happens after the end?), or by filling in gaps in the plot line which the author did not explicitly outline (what happens behind the scenes that caused the outcome?) In this way, your response will be completely original and still demonstrate an understanding of the world of the text.

2. Write in a way that shows understanding of how the text creates meaning.

When creating your response, be aware of the features present in your text (such as characters, narrative, motifs etc) that you can use in your own essay. For example, if the text is narrated from a first-person perspective, you may also mimic this in your essay. Or, you could tell it in first-person from another character’s point of view to demonstrate another interpretation of the text. You may also include motifs from the text into your own response. But be careful when making decisions about structure, conventions and language. If the text is written in very formal and concise language, it is probably not a good idea to use slang. Similarly, if the text is a play, structuring your response as a script might be a better choice than writing a poem!

3. Explore the explicit and implied ideas and values in the texts.

Lastly, remember that whilst it is a creative response, your purpose is NOT to tell a nice story but to explore the ideas, values and messages left by the author! There will always be various interpretations regarding these values, and you can express your understanding of the text through your portrayal of certain characters, or through the events in your response. For example, if you were studying Measure for Measure and wanted to explore how human nature cannot be restrained or limited by law and punishment, you could write a continuation of the play in which the city of Vienna has reverted to its original state of moral decay.

4. Show, don't tell

Creative essays are great because they offer interesting and unique stories; however, there is one common downfall that occurs in writing. Some students create pieces that are  too  straightforward. Rather than using vocabulary, imagery and symbolism to express a point, they simply write down a statement that sums up what they wish to say. Your aim is to invite the reader to  experience  the story through your words. This can be done through the character’s thoughts, feelings, actions etc. Thus the well-known phrase among writers, ‘ Show, don’t tell’ . Keeping this idea in mind turn you into a much more successful writer – and you’ll see the difference!

Tell: Katie was very happy.

Show: Katie’s face lifted. Little wrinkles appeared around her bright eyes, her dimples made an appearance that dug into her cheeks as a big grin emerged to show her perfect teeth.

Tell: She felt horrible for the weeping children.

Show: Guilt throbbed inside her as she stared at the weeping children. Her heart pounded against her chest, her hands trembling beside her still body, her brain screaming at her to do  something .

Tell: I was scared.

Show: I hear my breathing; heavy, and rapid. I shut my eyes tightly. I can feel goosebumps running up my arms and down my back.

To test whether or not you are ‘telling’ instead of ‘showing’, think about whether or not your sentence leaves room for questions. In Example 1, ‘Katie was very happy’ would leave the reader thinking – what thought or action showed that she was happy? Whereas ‘show’ demonstrated that she was happy without directly stating it.

The key is to go into the finer details of your story!

Finally, have fun and enjoy the process of planning a creative narrative, let your imagination run a little wild and rein it in with your knowledge! Hopefully these tips were helpful and you are now more confident and informed on the Reading and Creating response! 

This blog post was written by Amanda Lau, Rosemary Chen, and Lisa Tran.

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...

• 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. 
• Shakespeare explores the hypocrisy and corruption of Isabella as a flaw, as she deviates from her initially “gentle and fair” nature.
• 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 .

Last updated 20/10/19

Planning is an essential part of any successful text response essay. It helps you ensure that you’re answering the prompt, utilising enough quotes and writing the most unique and perceptive analysis possible! The hard part of this is that you only have about FIVE MINUTES to plan each essay in the Year 12 English exam… (more info on the best way to tackle that challenge in this video !)

So, I developed the FIVE TYPES of essay prompts to help students streamline their planning process and maximise every minute of their SACs and exams.

By identifying the type of prompt you’re being challenged with immediately, a number of parameters or guidelines are already set in place. For a specific type of prompt, you have specific criteria to meet – for example, in a metalanguage-based prompt , you immediately know that any evidence you brainstorm in your planning stage should be based around the literary techniques used in your given text.

If you’d like the full picture on our best FREE advice on Text Response, check out our Ultimate Guide to VCE Text Response here .

1. Theme-based prompt

‘Ambition in the play Macbeth leads to success.’ Discuss. ( Macbeth )

When you’re presented with a theme-based prompt, you can automatically shift your brainstorming and planning towards the themes mentioned in the prompt along with any others that you can link to the core theme in some way.

In regard to this Macbeth prompt, for example, you could explore the different ways the theme of ambition is presented in the text. Additionally, the themes of guilt and power are intimately related to ambition in the text, so you can use those other ideas to aid your brainstorming and get you a step ahead of the rest of the state come exam day.

2. Character-based prompt

‘Frankenstein’s hubris is what punishes him.’ Discuss. ( Frankenstein )

These prompts are pretty easy to spot – if you see a character’s name in the prompt, there you have it; you have a character-based prompt on your hands.

Once you know this, you can assume that each example you brainstorm has to be relevant to the specific character named in the prompt in some way. Also, you can explore how the actions of characters don’t occur in isolation – they’re almost always interrelated. Remember, however, that the actions of characters are always connected to the themes and ideas the author is trying to convey.

This type of prompt also grants you some freedoms that other types don’t give. For example, unlike a Theme-based prompt, a character-based prompt means that it’s perfectly fine to write about characters in the topic sentences of your body paragraphs.

3. How-based prompt

‘How does Grenville showcase Rooke’s inner conflict in The Lieutenant ?’ ( The Lieutenant )

Unlike other prompts, the ‘How’ positions you to focus more on the author’s writing intentions. This can be achieved by discussing metalanguage – language that describes language (read my blog post about it here ). These prompts tell you immediately that you need to be thinking about the literary techniques explored in the text and explain how they affect the narrative.

Rather than using specific techniques to frame your specific arguments, it’s best to use them as evidence to support arguments that attack the main themes/ideas mentioned in the prompt.

4. Metalanguage or film-technique-based prompt

‘Hitchcock’s use of film techniques offers an unnerving viewing experience’. Discuss. ( Rear Window )

This type of prompt is very similar to How-based prompts, specifically in the fact that the discussion of literary techniques is essential.

For this type of prompt specifically, however, the actual techniques used can form more of a basis for your arguments, unlike in How-based prompts .

5. Quote-based prompt

“Out, damned spot!” How does Shakespeare explore the burden of a guilty conscience in Macbeth ? ( Macbeth )

Countless students ask me every year, “What do I do when there’s a quote in the prompt?!” My reply to these questions is actually fairly straightforward!

There are two main things that you should do when presented with this type of prompt. Firstly, contextualise the quote in your essay and try to use it in your analysis in some way. Secondly, interpret the themes and issues addressed in the quote and implement these into your discussion. The best place to do both of these is in a body paragraph – it weaves in seamlessly and allows for a good amount of analysis, among other reasons!

When faced with unknown prompts in a SAC or your exam, it's reassuring to have a formulaic breakdown of the prompt so that your brain immediately starts categorising the prompt - which of the 5 types of prompts does this one in front of me fall into? To learn more about brainstorming, planning, essay structures for Text Response, read our Ultimate Guide to VCE Text Response .

1. What is an Oral Presentation? 2. What are you expected to cover? (Oral Presentation Criteria) 3. Choosing your Topic 4. Choosing your Contention 5. Writing your Speech 6. Presenting your Speech 7. Writing the Written Explanation 8. Resources to help you prepare for your Oral Presentation

What is an Oral Presentation?

For many VCE English students, the oral presentation is the scariest part of the course; it’s often also the first.

Doing a speech can indeed be daunting— you’re marked in real time, you can’t go back and edit mistakes, and the writing part itself is only half the battle. Nonetheless, the Oral SAC can also be one of the more dynamic and engaging tasks you complete in VCE English, and there’s plenty of ways to make it more interesting and also more manageable for yourself.

Keep reading for a comprehensive overview of what you need to know to succeed in your Oral Presentation. We’ve got you covered- from choosing your topic and contention, to writing and presenting your Speech.

We’ll also be suggesting useful resources, Study Guides and YouTube videos that will provide more detailed information and give you more confidence. Let’s get into it!

What are you expected to cover in an Oral Presentation? (Oral Presentation Rubric)

1. Your Oral Presentation SAC has two components. The first is the Oral Presentation itself (“a point of view presented in oral form”), and the second is a Written Explanation, also known as a Statement of Intention.

2. Your selected topic needs to be an issue that has appeared in the media since 1 September of the previous year

3. Your aim for this entire Oral Presentation SAC is to persuade your audience to agree with your contention (whatever that may be) based off the issue you’ve selected.

Here’s the raw version of VCAA’s expectations from you, taken from the VCAA website :

How to choose your Oral Presentation topic

1. select a topic that has appeared in the media since 1 september of the previous year.

This can be time consuming and tricky, especially if you want to choose something a bit more original or fresh.

Firstly, you need an event.  An event in the VCE English context is anything that happens which also generates opinionated media coverage—so, it’s not just an event but it has to be an event that people have published opinions about, and they have to have been published since September 1.

You might wonder why we don’t go to the issue straight away. Here’s a hypothetical to illustrate: if you asked me to name an issue, the best I could probably come up with off the top of my head is climate change. However, if you asked me to name an event, I’d pretty easily recall the Australian bushfires—something much more concrete which a) has generated specific and passionate opinions in the media; and b) can easily be linked to a wider issue such as climate change.

The ABC news archive is also really helpful for finding events since you can pick dates or periods of time and see a good mix of news events from then. Otherwise, Wikipedia has helpful pages of  events that happened in specific years in specific countries, so “2023 in Australia” might well be a starting point. 

When you have your event, you can then look for an issue. This will be a specific debate that comes out of the event, and can usually be framed as a “whether-or-not” question. The bushfires, for example, might generate debate around whether or not the Australian government is doing enough to combat climate change, whether or not Scott Morrison has fulfilled his duties as Prime Minister.

Most importantly, choose an issue from an event that’s interesting and important to you. After all, you’re going to be spending the time researching, writing and presenting!

2. Filter out the boring events/issues

Understand who your audience is.

Once you know who your audience is, ask yourself: Does this event and issue relate to my audience?

This question matters because “your aim of this entire Oral Presentation SAC is to persuade your audience to agree with your contention (whatever that may be) based off the issue you’ve selected.” This means that what you say to your audience and how they respond to your speech matters.

Even if your assessor isn’t counting exactly how many people are still listening to your speech at the end, everyone knows a powerful speech when they’re in the presence of one - it hooks the audience from start to end - and an assessor, consciously or subconsciously, cannot deny that the collective attentiveness of the room has an influence on their marking of your Oral Presentation.

That’s why you should choose a topic that your audience can relate to. Also, avoid topics that have too many unfamiliar words, because as soon as there’s something they don’t understand, it becomes much harder for them to follow your speech.

Now you may be asking yourself; what is the best topic for oral presentation?

Here are some example topics from previous years to give you inspiration:

VCE English Oral Presentation Topics 2014

VCE English Oral Presentation Topics 2015

VCE English Oral Presentation Topics 2016

VCE English Oral Presentation Topics 2017

VCE English Oral Presentation Topics 2018

VCE English Oral Presentation Topics 2019

VCE English Oral Presentation Topics 2020

VCE English Oral Presentation Topics 2021

VCE English Oral Presentation Topics 2022

VCE English Oral Presentation Topics 2023

For more detailed information on choosing a topic, read my blog Choosing a WOW topic for your VCE Oral Presentation ‍

How to choose your oral presentation contention

Once you've chosen an interesting topic and have researched all of its different viewpoints, it's time to formulate your contention.

Often, creating a killer contention is about avoiding some common traps that will make your overall presentation boring, bland and just like the rest of your cohorts'.

So, there are three things I like to AVOID:

1. Broad, Overarching statements

2. A Contention That Is Just Plain Obvious

3. Avoid A Contention That Is Generally Accepted As True In Today’s Age

For more information on writing a contention, read my blog Creating a Killer Contention for your Oral Presentation ‍

How to write your speech 

1. Have a CAPTIVATING introduction sentence; use a short, clear and powerful sentence.

2. RELATE to your audience so that it keeps them interested so they actually WANT to listen.

3. If you are taking on a persona, firstly study and UNDERSTAND your character.

4. Don’t forget your persuasive techniques. I usually use repetition in conjunction with the ‘rule of three’.

5. Remember that you are writing a SPEECH, not an essay. Instil your oral with emotion, varied tone and sentence lengths.

In fact, I've talked about a few of these in a 'Must Dos and Don'ts' video. If you haven't seen it yet, watch below before you read on.

4 Tips on Presenting Your Speech

1. Body Language

Confidence is key. Stand with your feet shoulder width apart and, more importantly don’t move your legs. Especially if you’re nervous, swaying or shuffling will be noticeable and make you appear more nervous—when you practise, pay attention to the lower half of your body and train it to stay still if possible.

That being said, do use your arms for gestures. Those are more natural and will help engage the audience, though don’t overdo it either—usually, holding cue cards in one hand frees up the other but also stops you from going overboard.

2. Eye contact

Cue cards brings up another important consideration- eye contact. Hold cue cards in one hand as high as you can without it feeling uncomfortable. This means you don’t have to take your eyes away from the audience for too long or too noticeably to check your notes.

Eye contact increases your engagement with the audience. It also gives the impression of confidence and that you’ve been practicing and know your speech inside and out!

3. Rehearse, rehearse, rehearse

In a best case scenario, you won’t need to rely on your cue cards as you will have your speech basically memorised! Read your speech aloud and pretend that you’re actually delivering your speech. This means:

- Looking up ahead

- Holding the cue cards in the right spot; and

- Not just reading the words, but speaking as if to an audience

 It’s extremely helpful to also practice your speech to an actual audience! Practice in front of your family and friends. An alternative is to put a sticker next to your camera and record yourself. The sticker will help indicate where you should create eye contact. Look back at the video and give yourself some feedback, you might be surprised at your presentation!

4. Tone variation

Tone variation involves emphasising certain words, using pauses or slowing down for effect, or modifying volume. Incorporating some of these elements- even writing them into your notes by bolding/italicising/underlining will help you break out of monotony and make the speech more engaging.

Be sure to emphasise emotive language and any evidence you might use to illustrate your arguments. Most importantly, don’t speak too quickly!

5 things to keep in mind while writing the written explanation

For oral presentation based written explanations, the VCAA study design requests students write...

"A written statement of intention to accompany the student’s own oral presentation, articulating the intention of decisions made in the planning process, and how these demonstrate understanding of argument and persuasive language."

Using the topic, 'Why we need to stop crying 'cultural appropriation' when cultural exchange is far more important, ‘let’s see how this can be done with FLAPC with some examples below:

2. Language

3. Audience

For more information on writing a Written Explanation and a sample FLAPC compiled and rearranged for flow and fluency, read my blog How to Write a Stellar Written Explanation (Statement of Intention) .

Resources to help you prepare for your Oral Presentation

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:

5 Common Oral Presentation Mistakes

‍ A Three Part Guide to Nailing Your Oral Presentation

Advice for A+ Oral Presentations

How I Got A+ in My Oral Presentation | Live QnA With Lisa Tran

How To 'Overcome' Your Fear of Public Speaking

Oral Presentations | How To Do Speeches

Walkthrough of a Full Scoring VCE Oral Presentation

Our How to Write a Killer Oral Presentation Study Guide has all the information you need to succeed in your Oral Presentations. Sample A+ essays and written explanations are also included!

For a step-by-step explanation of everything you need to know to ace your SAC or exam, check out our How To Write A Killer Language Analysis ebook.

For many students, Language Analysis is their downfall. Here is the main reason why: Lots of students don’t think about  how language is used to persuade , instead they rely on lists of language techniques to tell them the answer. These sheets are usually distributed by teachers when you first start language analysis – see below.

Whether or not you’ve seen that particular document before, you’ve probably got something similar. You’ve also probably thought, ‘this sheet is absolutely amazing – it has everything I need  and  it tells me how language persuades!’ – I know I did. Unfortunately, this mindset is wrong. Don’t fall into the trap like so many other students have over the years. 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 .

The following comes from VCAA 2009 English Assessment Report:

…some students presented a simple summary [when analysing]…with little development. These responses did not score well as they did not fulfil the task as required.

The ‘simple summary’ refers to students who rely on those technique sheets to paraphrase the explanations regarding how language persuades. There is ‘little development’ because copying the explanations provided on these sheets doesn’t demonstrate enough insight into the article you’re analysing. Let’s have a look at the VCAA English Practice Exam published in 2009, ‘Chickens Range Free’ so that we can demonstrate this point. We will look at two students, both analysing the same technique. Compare the two and determine who you believe provides the better analysis.

Student 1:  Emotive language such as “abominably cruel” and “dire plight” is intended to stimulate strong emotional reactions that manipulate readers’ responses.

Student 2:  The use of emotive language such as “abominably cruel” and “dire plight” intends to appeal to people’s instinctive compassion for the chickens by describing their dreadful treatment, hence causing readers to agree with Smith that urgent action is required to save these animals.

It should be clear that Student 2’s example is best. Let’s see why.

Student 1 has determined the correct language technique and found suitable evidence from the article. This is a good start. However, Student 1 goes on to merely reiterate the explanations provided by language technique sheets and as a result, their analysis is too broad and non-specific to the article.

Student 2 conversely, understands that this last step – the analysing part – is the most important and vital component that will distinguish themselves from others. Instead of merely quoting that the article ‘manipulates the reader response’ like student 1, they provide an in-depth analysis of  how   and why  reader feelings are manipulated because of this technique. Student 2 was able to use the information to illustrate the author’s contention that we should feel sorry for these caged chickens – and we do because of our ‘instinctive compassion.’ They explain that the sympathy expressed from readers encourages them to agree that some action needs to be taken to help the chickens. As you can see, Student 2 has gone beyond identifying that ‘strong emotional reactions’ will be displayed by readers, to  establishing  what emotions are involved, and the consequences of those emotions.

This is why it’s best to avoid paraphrasing language technique sheets. By all means, don’t totally disregard them altogether. They’re definitely great for learning new language techniques – just be mindful of the explanations given. The part regarding  how the author persuades  is the downfall of many students because even though teachers tell you to analyse more, they often don’t show you the difference between what you’re doing wrong and what you should be doing right.

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100 Sentence Starters to Engage Students in Every Subject

by Kristen Nance

Have you ever carefully organized a class discussion, only to have your students sit silently and stare at each other? This post is for you. If you’ve ever had a class discussion fly off the rails and detour into the land of weekend plans and video games… this post is for you. Sentence stems, or sentence starters are the key to a lively, educational discussion that stays on track and helps everyone get involved.

Why are sentence starters useful?

Research shows sentence stems are crucial for supporting ELL students, but all of your students can benefit! While some kids come to us already adept at discussion, most will need a little help. Many students feel shy or even scared of saying the wrong thing. Some students don’t know how to cede the floor to others. In addition to supporting your students in knowing how to phrase their thoughts and ideas, they also keep the classroom conversation on track. Read on for 100 sentence starters you can use in your classroom to elevate your discussions from mediocre to miraculous!

Math sentence stems

• I used _____ strategy because…
• The steps I took are…
• Another way to solve this is…
• My first step was…
• I solved it differently, by…
• I used the same strategy, but…
• I can prove it by…
• My answer is reasonable because…
• I can check my work by…
• The method that worked for me was…
• I believe this is true because…
• One example is…
• The keywords that helped me…
• I chose this operation because…
• I can visualize this problem by…
• The information needed to solve is…
• I am confused about ______ because…
• I need more information about…
• When I checked my work, I noticed______

ELA sentence stems

• In the text it says…
• The text explicitly states…
• One example from the text is…
• On page _____ it says…
• The author stated that…
• The reader can infer…
• The text implies…
• Because of this…
• The text reveals…
• I share your perspective…
• I don’t share your perspective…
• I have a different viewpoint…
• According to the source…
• I hear what you’re saying, but…
• This reminds me of____ because…
• Could it also be that…
• I think the author was trying to say…
• One thing I don’t understand about this text is…

Science stems

• I observed…
• The cause of_____ was…
• The effect of ______ was…
• The model shows…
• The benefits of this____ are…
• The limitations of this___ are…
• The data shows…
• We began this investigation by…
• The pattern I noticed…
• I was surprised that…
• I still want to know…
• Based on____, I can conclude that…
• My hypothesis was correct/incorrect…
• The results proved that…
• If I were to do this again, one thing I would change is…
• I expect to see…
• The outcome might be changed if…
• _____ and ____ are the same because…
• _____ and ____ are different because…
• A property ______ and _____ share in common is…
• A property ______ and _____ do not share in common is…
• From my research, I can conclude…

Social studies sentence starters

• The cause of ____ was…
• The most likely reason for ____ was…
• _____ wanted _____ because…
• This impacted _____ because…
• The most significant cause of _____ was____ because…
• The similarities between _____ and _____ are…
• The differences between _____ and _____ are…
• One piece of evidence that supports my decisions is…
• I wonder what ___ was like in____ (time period)…
• ____ was important because…
• During that time…
• This event occurred due to…
• One effect of ____ was…
• If I had lived during this time period I would…
• The ____ represents…
• During his/her lifetime…
• Soon after____ (event)…
• The text indicates that ____ was important to _____ because…
• I know from other sources that____ was happening during…
• When the author was alive, many people thought…

Universal stems

• I believe that____ because…
• To add to ____’s response…
• I agree because…
• I disagree because…
• This reminded me of…
• My evidence is…
• In my opinion…
• I have a question about…
• One could argue…
• To summarize…
• I like what ____ said because…
• I was wondering if…
• What I hear you saying is…
• From my perspective…
• I’m thinking…
• We decided that…
• Our group came up with…
• We determined that the correct answer is…
• Another thing to consider is…

The next time your lesson plan calls for a class discussion, try teaching students to use a few of these sentence starters in their responses. With a little practice, students will adjust to framing their discussions in this way, and you will likely notice an elevated sense of rigor and engagement.

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How to Use Sentence Stems (Plus 60+ Examples for Every Subject)

• EdTech & Innovation

Introduction

Sentence stems are an effective tool that learners can use to develop their communication skills, improve comprehension, and enhance critical thinking. In this article, we will discuss how to use sentence stems and provide over 60 examples that can be personalized and adapted as per the specific learning context.

What are Sentence Stems?

Sentence stems are predetermined phrases designed to facilitate responses in discussions, writing assignments, or self-reflection. They allow learners to organize their thoughts and express themselves effectively while promoting quality engagement and deeper thinking across various subjects.

How to Use Sentence Stems

1. Choose relevant stems: Select stems that fit your subject area or learning objectives. For instance, if the goal is to encourage critical analysis in literature, choose sentence stems that require learners to analyze texts by comparing themes, characters, or plots.

2. Introduce them gradually: Introduce sentence stems progressively so that students have time to practice using them naturally and effectively. This can be done by incorporating one or two at a time into discussions or activities.

3. Model using sentence stems: Demonstrate how sentence stems can be used by providing examples during class sessions and incorporating them into your feedback on student work.

4. Encourage students’ use: Create opportunities for students to use sentence stems during group discussions or individual writing tasks. Utilize prompts that encourage reflection or debate requiring the use of these predetermined phrases.

5. Track progress: Monitor the students’ use of sentence stems over time and provide feedback and reinforcement on areas where they may need further assistance.

60+ Sentence Stem Examples for Every Subject

Mathematics:

1. “I noticed a pattern when I saw…”

2. “The formula changes if we…”

3. “My solution is different because…”

4. “Based on my observation, I predict…”

5. “This experiment demonstrated…”

6. “One way to classify this organism is…”

Social Studies:

7. “An important event in this time period was…”

8. “This primary source reveals…”

9. “A significant cultural difference is…”

Literature:

10. “A central theme in this story appears to be…”

11. “The author’s use of symbolism is evident when…”

12. “An interesting character trait of (character) is…”

13. “In my introduction, I will discuss…”

14. “To support my argument, I will provide evidence from…”

15. “My conclusion effectively summarizes my main points by…”

Reading Comprehension:

16. “The purpose of the author is to convey that…”

17. “The passage suggests that the character feels…”

18. “A significant turning point in the text occurs when…”

Critical Thinking:

19. “An alternative perspective on this issue might be…”

20. “This argument could be supported by considering…”

21. “One possible implication of this idea is…”

Self-Reflection:

22. “I feel more confident in my understanding of this subject because…”

23. “One aspect that challenged me during this exercise was…”

24. “To improve, I need to focus more on…”

Sentence stems provide a supporting structure that enables students to articulate their thoughts meaningfully and foster critical thinking skills across varied subjects and learning contexts. By incorporating sentence stems into your teaching methodology, you can help your learners become more confident communicators and reflective thinkers, and enhance their overall academic development.

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