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Author Topic: VCE English Question Thread  (Read 847502 times)  Share 

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coconut stripes

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Re: VCE English Question Thread
« Reply #750 on: October 26, 2015, 02:34:48 pm »
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For context, are you required to quote your texts?

literally lauren

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Re: VCE English Question Thread
« Reply #751 on: October 26, 2015, 02:39:16 pm »
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For context, are you required to quote your texts?

There's no requirement to do so. It might add to your piece, but it's not a necessity, so you can do so at your discretion. So long as there's an overt enough link for the assessors to see, you'll be fine.

coconut stripes

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Re: VCE English Question Thread
« Reply #752 on: October 26, 2015, 02:45:08 pm »
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So you can just describe characters/situations whilst relating it back to your point?
(At my school, they ALWAYS tell us to quote, so I'm not sure how to go about linking the text otherwise, just in case I can't think of a quote that ties in on the day.)

literally lauren

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Re: VCE English Question Thread
« Reply #753 on: October 26, 2015, 02:51:37 pm »
+1
So you can just describe characters/situations whilst relating it back to your point?
(At my school, they ALWAYS tell us to quote, so I'm not sure how to go about linking the text otherwise, just in case I can't think of a quote that ties in on the day.)
Relating characters/situations to the prompt = fine
Using quotes = fine
Doing both = fine
Doing neither = NOT FINE! :P

I suppose your school highly recommends quotes because it's one of the most direct ways to demonstrate textual knowledge, but you're right in that if the quotes you know don't fit the prompt, you shouldn't stick them in anyway.

The formal requirement is that you use the core of the text as a 'springboard', meaning you ask 'what does my set text have to say about this prompt,' and the incorporate the answer to that question in your piece. After that, you can move beyond it and explore your own ideas, but the underlying text link needs to be established (sooner rather than later, imo, so if you're writing an expository piece, try and have it in your 1st or 2nd paragraph.)

It's still possible to score well otherwise, but it's more risky, and you might get assessors who are too dumb to see a subtle link, or smart enough to see through a feeble, irrelevant connection, so aim for a tangible, worthwhile connection to be on the safe side.

Deshouka

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Re: VCE English Question Thread
« Reply #754 on: October 26, 2015, 02:57:31 pm »
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Hi,
For language analysis would you lose marks if you made absolute statements? e.g. "instills fear within readers", "compels readers to..."
I've read many high-scoring essays and they seem to make such statements.
However, during my trial exam the examiner cautioned against this, advising me to say  "may instill fear" and "allay possible fears".
I feel that using 'may' and 'might' weakens my language analysis. So I'm quite confused. :S
Willing to help out with anything Japanese! :)

literally lauren

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Re: VCE English Question Thread
« Reply #755 on: October 26, 2015, 03:15:14 pm »
+3
Hi,
For language analysis would you lose marks if you made absolute statements? e.g. "instills fear within readers", "compels readers to..."
I've read many high-scoring essays and they seem to make such statements.
However, during my trial exam the examiner cautioned against this, advising me to say  "may instill fear" and "allay possible fears".
I feel that using 'may' and 'might' weakens my language analysis. So I'm quite confused. :S
Yeah, I've heard all sort of mutually exclusive recommendations about this. The best way to think of it is on a spectrum of:

0% - a blank page :p
25% - having no assessment of what the author's doing; just summary, basically
50% - sentences like 'perhaps this makes some readers feel ___ maybe'
75% - golden mean!
100% - super-definitive statements like 'all readers are made to feel completely ___'

so you're aiming for that sweet spot between 'seeming really unsure of yourself' and 'being way too confident that you're right.' The sentences you've mentioned ('this instills fear' and 'compels readers to') are both alright in my book, but the safest way of tackling this is to alter the sentence so that you're focusing on the authorial intent, or the language itself.

eg.
'Readers are made to feel afraid'
--> This is designed to elicit fear in readers.
'Thus, readers are likely to feel optimistic.'
--> Thus, the author intends to elicit a sense of optimism.
'Feelings of respect are created through the invocation of 'Professor Smarty-Pants''
--> The author's invocation of 'Professor Smarty-Pants' is included as a means of engendering respect'
etc.

That said, using the occasional 'perhaps' or 'possible' isn't going to disadvantage you. When you're sure of the analysis, don't bother, but if you're taking things a step further and aren't totally convinced you've got the right idea, those qualifiers can be good to balance things out.

Like most things, vary the vocab and the assessors won't mind. So long as your understanding of the effects is correct, and you're not going out on wild limbs by writing things like 'This encourages readers to pursue a career in journalism so that they too can write an article this awesome...' :P

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Re: VCE English Question Thread
« Reply #756 on: October 26, 2015, 03:45:26 pm »
+1
What's a good way to conclude a Language Analysis? The general trend seems to be just to summarise the contention, tone and the nature of the techniques employed, but I feel as if that's just rehashing the intro and adding no value? Is it acceptable to finish with analysis or is waffling for a couple of lines at the end a necessary evil?
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elysian

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Re: VCE English Question Thread
« Reply #757 on: October 26, 2015, 03:48:24 pm »
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I was thinking of doing an interview with Sandra Laing from Skin, how would you do so without retelling the story but actually addressing the prompt and its big ideas?

literally lauren

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Re: VCE English Question Thread
« Reply #758 on: October 26, 2015, 03:53:42 pm »
+3
What's a good way to conclude a Language Analysis? The general trend seems to be just to summarise the contention, tone and the nature of the techniques employed, but I feel as if that's just rehashing the intro and adding no value? Is it acceptable to finish with analysis or is waffling for a couple of lines at the end a necessary evil?
My conclusions were usually just two sentences. A good format is to begin with saying 'By >using some big overall technique, like a dichotomy or creating an implication< the author seeks to engender >&describe effect here.<' Then just revisit the contention, and you're done. It's really just a structural requirement, so there isn't as much weight put on it as there is in T.R. and Context where you're expected to reach a more satisfying conclusion. I remember being told 'just don't screw things up so badly in the concl. by writing something ungrammatical or repetitious that they'd be inclined to take a mark off.' Beyond that, you're usually fine to write whatever general summative statement seems appropriate.

cosine

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Re: VCE English Question Thread
« Reply #759 on: October 26, 2015, 04:18:37 pm »
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Got a few qns:

1. Should you include character names in topic sentences? (TR)
2. For context, is it wise to include the text studied into the introduction? (if so, what should be stated about it?)
3. For context, can you weave in both the texts you studied as evidence to support?

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Alter

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Re: VCE English Question Thread
« Reply #760 on: October 26, 2015, 04:24:46 pm »
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1
I typically try to avoid using character names in TR questions unless the question relates very specifically to one character (this could happen in Mabo, for instance). Generally, it's not necessary and makes it seem like you're basing paragraphs on characters rather than ideas.

2/3
At the top of your essay there will be a box to fill in that asks which text you are using as your main reference. For regular expository essays, you should try not to put the title of your text in the introduction, nor any wider world examples you intend to use.

You are definitely allowed to use both texts (e.g. you could use both Every Man and The Lieutenant. However, if one does not work with the prompt, don't feel obliged to use it. You won't be getting any extra marks just because you want to use both. You're probably better off having examples from the real world that fit in well with the given prompt or your other text.

edit: my post got dongled by formatting
« Last Edit: October 26, 2015, 04:30:30 pm by Alter »
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literally lauren

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Re: VCE English Question Thread
« Reply #761 on: October 26, 2015, 04:29:23 pm »
+1
Got a few qns:

1. Should you include character names in topic sentences? (TR)
2. For context, is it wise to include the text studied into the introduction? (if so, what should be stated about it?)
3. For context, can you weave in both the texts you studied as evidence to support?
1. Try not to. If you get a character-based prompt, then it's fine, but ideally you want to be giving your assessor a general overview of your argument, rather than zooming in on your evidence. Easiest fix for this:
eg. for a prompt like Medea reveals the dangers of being ruled by passion.
and you want to write a paragraph about how the character of Medea lets her emotions get the better of her, then rather than saying: 'Through the character of Medea, Euripides shows that extreme passions that aren't tempered by logic can lead to serious consequences for others.' You can just write: 'Through the character of Medea, Euripides shows that extreme passions that aren't tempered by logic can lead to serious consequences for others.' -and that's your focus. Then, two or three sentences in, you can isolate the specific characters you want to discuss, and each paragraph should have more than one character as its focus anyway.

2. Not necessarily; for a conventional expository essay, the text should be in your first body paragraph, but there aren't formal rules in context, so you can use it in your intro if there's a purpose behind your link (or you're employing it as your hybrid-y 'hook.')

3. Yes, you can use both texts, but you need a 'primary text drawn upon,' and since you get marks for the exploration you're doing, it's usually best to refer more on your external evidence where possible.

literally lauren

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Re: VCE English Question Thread
« Reply #762 on: October 26, 2015, 04:33:34 pm »
+2
Also, you guys:
http://blogs.abc.net.au/victoria/2015/10/sunday-school-2015-english-exam-.html

About 19:48 onwards when they're talking about Language Analysis:

"...[students]'ve got to look at the material as give, and the way it connects. Because it won't be coherent. It'll be in bits." {Other teacher: "Yes."} "So they've got to find a way to actually connect this; it's all on one issue - one concern, one controversy - and they've got to find a way through that."

This could just be a way of saying techniques will be scattered throughout the piece, but I'd take this as a very strong indication that the exam will be comparative.

That is all.


edit: lol@21:27 "I think [Context] is the most beautiful section on the exam"  ::)  ::)
« Last Edit: October 26, 2015, 04:35:08 pm by literally lauren »

Cristiano

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Re: VCE English Question Thread
« Reply #763 on: October 26, 2015, 04:38:03 pm »
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Also, you guys:
http://blogs.abc.net.au/victoria/2015/10/sunday-school-2015-english-exam-.html

About 19:48 onwards when they're talking about Language Analysis:

"...[students]'ve got to look at the material as give, and the way it connects. Because it won't be coherent. It'll be in bits." {Other teacher: "Yes."} "So they've got to find a way to actually connect this; it's all on one issue - one concern, one controversy - and they've got to find a way through that."

This could just be a way of saying techniques will be scattered throughout the piece, but I'd take this as a very strong indication that the exam will be comparative.

That is all.


edit: lol@21:27 "I think [Context] is the most beautiful section on the exam"  ::)  ::)

Wait, are those guys actual VCAA examiners - who have seen the 2015 exam? I thought they were just normal English teachers

literally lauren

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Re: VCE English Question Thread
« Reply #764 on: October 26, 2015, 04:39:50 pm »
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Wait, are those guys actual VCAA examiners - who have seen the 2015 exam? I thought they were just normal English teachers
Most of the prompts at the end of the year are written by various teachers, so some of them might have written sections. Also, gossip tends to get around, so they may have heard rumours. Still, it's nothing definitive - just another indicator that you should all be prepared for a comparative task just in case  ;)