VCE English Question Thread

[oooo]

Confused on how to structure the body paragraphs for lang analysis. How do you organise the paragraphs? Do you split each by grouping the metalanguage?Chronological progression?tone changes?

Also, would you include the analysis of the image as a separate paragraph or incorporate bits of them into other body paragraphs?
Thnx

This is the structure I've been taught, and recommended to by, but it is just one way at approaching arguement analysis (I'm assuming you're doing English under the new study design?):

** Just a note, I had a dodgy teacher teach me this so please don't take my word for it

- Start with your standard language analysis introduction (context, author, audience, contetion etc..)
- A paragraph analysing how the arguement is presented (stuff like; why is X argument said before Y argument? Why does author make Z assertion before presenting X argument? Why is the contention stated at the end?)
- two or more body paragraphs with each analysing one argument (here you analyse the arguement technique used and how language is used to support the argument)
- finish with a conclusion if there is time

Also, regarding the images I believe it is best to weave its analysis into your discussion of language techniques. It just shows you have a more holistic and detailed understanding of the piece. So to answer your question yes, you should incorporate bits of it into your other body paragraphs.

[HopefulLawStudent]

Disclaimer: You're a 2017 kid and I have no idea what changes they're making but I'm running on the assumption LA isn't changing too much next year. I'm giving you advice from a 2016 standpoint though so I may be wrong.

However... Assuming LA isn't changing too much in 2017:

Chronological progression is still a no go zone.

Images need to be incorporated into your body paragraphs.

And paragraphing depends. My school teaches the grouping the sub-arguments which is similar to Lauren's key player method. Explanation below, copy and pasted from one of Lauren's previous posts that I saved at one point to show to my teacher for some reason I can't rlly remember anymore.

It's a simple enough concept, but can make for a sophisticated way of structuring your analyses. A 'player' is basically a party involved in the issue, eg. for the 2012 Exam paper, the players included: schoolchildren, books/ebooks (players don't have to be sentient), parents/teachers, and the author herself. It's easy enough to identify who or what the key players are, but the nuance is in determining the author's portrayal/ positioning of them. (eg. ebooks are something overpriced and pale in comparison to the thrill of genuine books) and thus how the readership is made to view the issue through this player.
Instead of dealing with articles chronologically, the player approach is much more flexible and highly recommended. I used the chronological method for a while, but found I had to keep jumping around either because I wanted to link to a similar point later on, or because I'd forgotten something earlier, meaning my essay lacked cohesion. Grouping paragraphs by players is also beneficial when dealing with multiple articles, as it forces you to compare and contrast, instead of dealing with each text as a separate construct. The exam pieces usually involve a single text and multiple visuals, so this can be a much more practical way of setting up your essay.
For the aforementioned example, you might chose to dedicate one paragraph to the treatment of books as opposed to ebooks (though generally the core player needs discussing throughout your essay,) one to children/students, and one to parents and teachers. For an issue with many players, these can often be grouped together in relatively easy ways. Otherwise, if there are a lot of minor players, a few mentions here and there are sufficient.
This approach is not foolproof, and there are situations where it can turn otherwise solid analysis into a convoluted and nonsensical piece of writing, but overall it's the most reliable method I've found.

[oooo]

I'd have to agree 100% with your tutor here. Your teacher's analysis essay lacks any recognisable structure, and in turn, serves to confuse students.

For your intro, all you need is:
1) Generic/Broad sentence which contextualises the problem being discussed or its trigger event
2) Introduce writer, article name & type (is it an opinion piece, editorial, letter to the editor, speech etc.) & sources
3) What is the qualified contention?
4) Introduce images and their respective contentions

THAT IS IT.

Body paragraphs:
1) Topic sentence that exposes one of the writer's arguments/ideas
2) Highlight a Technique --> Quote it --> Discuss specific intended effect (relating back to the specific technique and the argument (1)
3) Repeat 2) as many times as is necessary until paragraph looks decent
4) Concluding sentence which highlights the overall effect of the techniques on the audiences (i.e. what actions/feelings/beliefs do they encourage?)

It only just hit me, but your teacher tends to use the passive voice rather than the active voice. Avoid, avoid, avoid!!!
This is a huge difference between high scoring pieces and mid-low range pieces. You won't see the passive voice in high scoring essays...

For example:
Metalanguage driven by Bolt (passive) --> Bolt's metalanguage (active)
An atmosphere of inclusion (passive) --> An inclusive atmosphere (active)

Additionally:
"readership aligns this masterful and sharp use of the English language" --> is he/she taking the piss? This is language analysis - not some sort of patronising commentary regarding the writer's ability to use English.

Hello! Just wondering, what do you mean by images and their respective contentions? As in what the images are saying? For example, if the image is a bald smoker with rotten teeth, would the 'respective contention' be that smoking is bad or something along those lines?

Also, a more general question: are contractions considered informal or formal language? Can I use them in language analysis essay?

Thanks in advance for all help : ))

[vor0005]

Hello! Just wondering, what do you mean by images and their respective contentions? As in what the images are saying? For example, if the image is a bald smoker with rotten teeth, would the 'respective contention' be that smoking is bad or something along those lines?

Also, a more general question: are contractions considered informal or formal language? Can I use them in language analysis essay?

Thanks in advance for all help : ))

Image's contention = what broad stance/opinion does it take on the issue?
E.g. Accompanying the piece is a pessimistic image which warns of the harmful ramifications that smoking poses for our society.

Then in your body para, you do a much more specific analysis:
E.g. The dreary and dull facial expression of the smoker coupled with the dark and ominous background exposes the miserable circumstances which these individuals must endure on a daily basis. Consequently, a sense of fear is aroused in smokers who are enticed to recognise just how sorrowful their lives may become if they allow their addictions with smoking to thrive.

And with contractions, you can use them but only if they don't mar your clarity - so make sure they fit/sound like they should be there. Sometimes, contractions can ruin flow. Otherwise, they're fine

Hope that helps

[oooo]

Image's contention = what broad stance/opinion does it take on the issue?
E.g. Accompanying the piece is a pessimistic image which warns of the harmful ramifications that smoking poses for our society.

Then in your body para, you do a much more specific analysis:
E.g. The dreary and dull facial expression of the smoker coupled with the dark and ominous background exposes the miserable circumstances which these individuals must endure on a daily basis. Consequently, a sense of fear is aroused in smokers who are enticed to recognise just how sorrowful their lives may become if they allow their addictions with smoking to thrive.

And with contractions, you can use them but only if they don't mar your clarity - so make sure they fit/sound like they should be there. Sometimes, contractions can ruin flow. Otherwise, they're fine

Hope that helps

Thanks for the help! If you don't mind, can you please give me an example of contractions ruining the flow and where it is used correctly. It's just that I've always been taught that contractions are a big no no in essays and I'm still a bit confused.

[Beast10]

Can someone send me sample text response and language analysis piece plzzzzzzzzzz as I'm having trouble obtaining high marks.
also I follow the structure of TEEL which right now is not helping me obtain high marks
thanks!

[upandgo]

i know in the english exam you can't use a particular text in both sections A and B, but why do they have this rule? and would you get an automatic 0 on both pieces for doing so?

[Apink!]

I have a GAT question.

For the second writing task, where you're given a general prompt, can I write my response in a Context-y expository style (so exploring all facets of the issue) Or is my aim to convince someone?

Thank you so much!

[oooo]

Another GAT question; for the first writing task can I write creatively? As in still present the information but weave it into a story. For example, the 2015 GAT information was all about the future. In this case, would it be okay if I wrote a story on the future whilst still presenting the information?

[upandgo]

Another GAT question; for the first writing task can I write creatively? As in still present the information but weave it into a story. For example, the 2015 GAT information was all about the future. In this case, would it be okay if I wrote a story on the future whilst still presenting the information?

yep im pretty sure you can  i did last year and there was no issue

[Gogo14]

In the GAT for writing task 1, do you have to present all of the information or just most?thnx

[literally lauren]

Confused on how to structure the body paragraphs for lang analysis. How do you organise the paragraphs? Do you split each by grouping the metalanguage?Chronological progression?tone changes?

Also, would you include the analysis of the image as a separate paragraph or incorporate bits of them into other body paragraphs?
Thnx

As others have mentioned, I would highly recommend structuring by sub-arguments (as you're in Year 11, this is even more important for you guys) as it will show your assessor that you have more of an understanding of the arguments. The SD changes aren't that major for Language Analysis, but basically there's going to be a shift away from pointing out metalanguage towards your grasp of the author's contention and sub-contention, so a structure that has the same focus will likely work to your advantage.

Also, better to incorporate the visual rather than deal with it on its own

Can someone send me sample text response and language analysis piece plzzzzzzzzzz as I'm having trouble obtaining high marks.
also I follow the structure of TEEL which right now is not helping me obtain high marks
thanks!

Check out the resources and samples here

i know in the english exam you can't use a particular text in both sections A and B, but why do they have this rule? and would you get an automatic 0 on both pieces for doing so?

My understanding is that if you use a Section A text in Section B (even if it's not the Section A text you studied,) they cross out anything in your Section B piece that pertains to that Section A text. So if you write a whole body paragraph on Identity and Belonging (which is a Sec. B Context AOS) about Tobias Wolff's memoir 'This Boy's Life' (which is a Sec. A text,) they'd just cross out that whole paragraph and mark what was left. And if you wrote a creative piece that was from the perspective of the main character in a Section A text, you'd be in even bigger trouble, and would probably be looking at a flat 0... maybe a 2/10 if they were generous.

I believe the rationale here is that they don't want it to be possible for a student to get through Year 12 English using a single text, and they they force you to study different stuff throughout the year to make you as well read as possible (lol, 4 books) without straining the curriculum too much. But don't worry - once I take over VCAA and establish my reich, I'll be sure to get rid of all those pesky nonsense rules.

Also, a question from myself, are conclusions needed for arguement analysis essays (the 2017 onward 'language analysis')?

Conclusions aren't technically 'needed' at the moment, but they are *definitely* good to have, and a really strict marker might dock a point or two if you didn't have one (though they can usually only justify this if there are some other flaws in your essay too - an otherwise perfect piece with awesome analytical skills is highly unlikely to get a 9/10 just because it lacked a conclusion.)

My tentative answer is yes, even though I only have a grasp of what the new SD looks like in theory and not in practice, so my answer is subject to change pending VCAA actually releasing more information about the new and updated areas of study

I have a GAT question.

For the second writing task, where you're given a general prompt, can I write my response in a Context-y expository style (so exploring all facets of the issue) Or is my aim to convince someone?

Thank you so much!

Your primary aim is to be persuasive. If you want to do that by exploring different facets of arguments you can, but you need to use one of the prompts as your CONTENTION! Don't just use them all as a general starting point and talk about the issue/idea they're raising - formulate a strong argument, and you'll do much better than those who are just writing vague stuff about the topic.

Another GAT question; for the first writing task can I write creatively? As in still present the information but weave it into a story. For example, the 2015 GAT information was all about the future. In this case, would it be okay if I wrote a story on the future whilst still presenting the information?

Yes, you absolutely can. Just don't let your creativity get in the way of the task itself, which is to present the information you're given in a neat and orderly fashion. Slightly imaginative pieces can be really interesting, but because you're not technically marked on your creative ability for WT1, there's no requirement to do this unless you think it'd suit your style or be much easier for you.

In the GAT for writing task 1, do you have to present all of the information or just most?thnx

Definitely most, but certainly not all. For example, the material is about the harvesting of wheat and one if the images is a graph of the top ten wheat-harvesting countries, mentioning all ten would be too excessive. Instead, picking out maybe the top three and then some other generalisation (e.g. 'seven of the world's top ten wheat-harvesting countries are located in Asia' or w/e) would be fine.

I remember being told to aim to include at least 80% of the material - I doubt that's the exact figure they use, but hopefully it gives you some idea of what warrants mentioning and what's less important

[HasibA]

does anyone have additional criteria for the writing tasks in the GAT tmr? the ones given are vague and i want to score highly so i can avoid dodgy sac scaling ahha
further, does anyone have tips for scoring really well on the writing tasks? like what should i ensure / cater for to please the assessors?
thanks friends! peace and love

[Alter]

You can't avoid 'dodgy SAC scaling' by doing well in the GAT. It only comes into play if you need a derived score or something similar.

The tasks my appear vague, but that's just because they're simple and open ended. Just do what they say in whatever form seems suitable. And don't stress -- chances are that you probably won't need the GAT. It's like a security blanket.

[HasibA]

You can't avoid 'dodgy SAC scaling' by doing well in the GAT. It only comes into play if you need a derived score or something similar.

The tasks my appear vague, but that's just because they're simple and open ended. Just do what they say in whatever form seems suitable. And don't stress -- chances are that you probably won't need the GAT. It's like a security blanket.

hmm, i see! Thanks for your insight, Alter