ATAR Notes: Forum
VCE Stuff => VCE English Studies => VCE Subjects + Help => VCE English & EAL => Topic started by: Yang Li on April 24, 2013, 11:26:16 pm
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Having graduated in 2008 with an ATAR of 99.75 and an English score of 50, I have tutored English and ESL (now EAL) students for 4 years, with many students achieving over 40.
I found this forum and thought it would be a great place to share some of my expertise in my spare time.
Please feel free to drop a question or two and I will be happy to give you some guidance.
I have attached some of my notes, namely the section on language analysis. The guide is for private use.
You can also find more information on http://www.aimandachieve.com.au
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Congrats on your achievements. Could you possibly give me some advice on what is required to achieve full marks on my context SACs and the context portion of the exam using an expository style? I'm not completely sure on how to achieve that at the moment, although I've only just started context so I still have a while to learn it. My context is encountering conflict if that helps. Thank you.
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Just curious, what marks did you get for your SACs and your exam?
Also, how do you write a compelling context piece?
Congrats on your achievements :D
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Hey guys,
It is important to do well in SACs, although they are no guarantee of good results in the end, as they can be adjusted according to your exam results and the results of your cohort. I remember getting full marks for almost all my SACs, but I did drop four or five marks overall.
In terms of context essays, I always encourage my students to write in the expository form, as this is the safest and most consistent format to present your essay in the exam. Different examiners simply respond differently to creative pieces, and the effect my not be properly mitigated by cross-marking. Persuasive pieces tend to limit how much you can explore a context.
In context essays, you should think of yourself as a philosopher, as opposed to an analyst. Always acknowledge the truth in the prompt, but be sure to also explore the opposite contention (e.g. Conflict has destructive consequences; but it can also be a catalyst for progression).
In conflict, you are going to come across these topics (or variations of these):
1) What causes conflict?
2) How do people deal with conflict?
3) How does one's internal conflict relate to external conflict?
4) Is conflict always destructive/negative?
If you want more advice on how to write the essay in particular, throw me an email.
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What is your style of tutoring like? How do you get people to learn?
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I believe in practice based learning. Apply your skills and knowledge. It has worked for the vast majority of my students, given they follow my instructions and do not slack off.
Students should practice writing paragraphs to maximise the amount of feedback they get.
See http://www.aimandachieve.com.au
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Hi I have a question :D
So I am not that great at English. (Vocab, language expression+ sophistication is not that great)
I'm only in Year 11 and I really need to improve. (Many problems I've had are structuring in my essays and keeping my language concise)
What do suggest I do in the meantime?
Do practice essays? Keep reading example essays? learn the ins and outs of structuring?
Teacher suggested just to read for fun... is this time well spent? Or do jump into the the analytics of essay writing. (persuasive, expostitory, creative)
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Hi Shadow,
Let's start with structure. If you are iffy on structure, practise a solid standard form for that essay to begin with (like the ones on my guides for example). After you become very comfortable with that form, you can then play around with the different elements and make the essay more interesting.
For other elements like vocab, syntax and sentence structures, the best thing to do is to emulate. Definitely read more. That includes more novels, articles and good past papers. Don't stop there though, underline/highlight words, phrases and even ideas that you like, and try and use them in your own writing during practice.
Again, keep writing paragraphs and asking your teacher/tutor to have a read. Constant feedback = constant improvement.
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Hi Yang,
Just with what you were saying about the expository format being the best choice, lately I've been employing a persuasive/creative hybrid like style... it worked well for my first SAC, but would it be best to shift to a more expository style for the exam?
Do many people who deviate from the expository style score highly (as in 9/10)?
Thanks! :D
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Hey guys,
but I did drop four or five marks overall.
How many marks did you drop on the exam, if you don't mind me asking?
Also, in context essays which one is writing from an expository perspective, would you recommend discussing three texts simultaneously in body paragraphs, or is it ok to focus only on one text in the essays, and leaving the rest of the body paragraphs for philosophical discussion of the topic?
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Hi Starfish,
I did not drop any marks in the exam; hence the 50 :)
For your context essay, be careful not to make it look like a text response. Keep your discussions of the text brief, and refer to other sources as well (news, world events etc.) in your paragraphs. Avoid writing about the text for all three body paragraphs, unless you also include other sources and substantial discussion of the actual context.
All the best,
Yang
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Hi featheredbirds,
I would suggest an expository for the exam. It is the format that incorporates the least amount of risk. Different examiners simply mark papers differently. Given that creative pieces call for the most amount of discretion, I would stick with expository for the exam.
Persuasive pieces in my opinion are just stunted expository essays (for the English exam at least).
All the best,
Yang
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Hi, just wondering what your opinion is on hybrid pieces?
I've got a SAC coming up on the Rugmaker of Mazar-e-Sharif and have tried experimenting with a few different styles, but am unsure whether I should just try writing an expository essay on my SAC or take the more riskier approach of an expository-creative piece such as a blog post. Recently, I wrote both an expository essay and a 'blog post' on the same prompt, and found that the blog post sounded a lot more natural, read a lot easier, had a more specific audience and form etc.
The thing is, sometimes it takes me awhile to think of a good/suitable concept (such as whether it should be an article, a speech etc.) when I receive a prompt, and time isn't something you really have when you're writing a SAC. And also, sometimes it's harder to directly address the ideas generated by the prompt and text when you're writing a hybrid piece.
So do you think I should take the riskier approach (which may or may not pay off) or stick to a expository essay?
Thanks in advance :)
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Hi Starfish,
for all three body paragraphs
I thought having four body paragraphs is the optimum amount?
Also, is it okay if I only discuss one text, or should I discuss and find links to the context between 2-3 texts in my essay? It's just that my teacher would like me to draw connections between 2-3 texts, rather than refer to only one text in my expository essay. I would, therefore, like some guidance as to what I should do with regard to this aspect.
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57/60 earned a 50 for rank 1 in 2012, at least.
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Thanks Yang!
Just wondering if you had any notes regarding structure, etc. for a context expository piece? (As I usually write creatively/do not want to just emulate a standard text response style essay)
Thanks again. :)
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Hi acorn,
I would stick with the expository for assessments, especially because they are timed.
If you are very comfortable with creative essays, and get consistent marks, then by all means go for it.
All the best,
Yang
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Hi Starfish,
I have always written 3 body paragraphs and it has worked for me. It has also worked for my students and many of my friends who have done very well (above 45).
However, I feel that anywhere from 3 to 5 body paragraphs will work just fine.
All the best,
Yang
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Hi featheredbird,
All my students get a guide that runs them through the structure of expository context essays. However, it would be unfair to them if I make all my notes available.
The most important thing to remember in context essays is to not concentrate solely on the text (thereby writing a text response). Your body paragraphs should have the format (almost like a sandwich):
[Discussion]
[Evidence] (text, history, news etc.)
[Discussion]
Do read Florian K's writing. Good writing is always a great resource to learn good essay structuring from.
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Hi Yang,
I was just wondering if you had any advice on introductions for text response? I find mine are often too simple.
Thanks!
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Thanks Florian K, I will definitely check it now! ;D
And thanks again Yang, but with the 'sandwich' type structure, do you mean to think of each paragraph as a mini-sandwich or have a whole paragraph centred entirely on discussion?
Thank you!
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Hi Emiebabe,
If you are quite comfortable with a standard intro, you can try and read some good writing and emulate some elements of how other people write.
I encourage my students to have the following in their intro:
- an answer to the prompt
- explanation of that answer
- signposting your main points
I cannot give you any specific advice unless I can read your writing, but I hope this helps.
N.B. For any students asking questions, I will be banging out a law assignment for the next few days. I may not be able to reply to questions quickly. Please check out http://www.aimandachieve.com.au if you are looking to get more guidance from me.
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Is it recommended to have a conclusion in a LA, and if so, what are the key things that should be included?
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Hey abcdqdxD,
Always write a conclusion in LA unless you study EAL.
In your conclusion, make sure you:
- talk about the writer's tone
- restate the writer's main contention
- talk about the target reader/audience and any alternatives
- maybe talk about how effective the writer was (without being judgmental)
All the best,
Yang
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Hi featheredbirds,
Each body paragraph is a "sandwich".
All the best,
Yang
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Hey abcdqdxD,
Always write a conclusion in LA unless you study EAL.
In your conclusion, make sure you:
- talk about the writer's tone
- restate the writer's main contention
- talk about the target reader/audience and any alternatives
- maybe talk about how effective the writer was (without being judgmental)
All the best,
Yang
Cheers
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Hey Yang,
A constant problem with my Language Analyses is that I'm too verbose, wordy, and overall not concise or succint. I think this is because I have troubing deciphering the author's intended effect and which arguments/ language techniques to incorporate in my essays.
What can I do? This problem is ongoing and has left me jaded.
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Hey Yang,
A constant problem with my Language Analyses is that I'm too verbose, wordy, and overall no concise or succint. I think this is because I have troubing deciphering the author's intended effect and which arguments/ language techniques to incorporate in my essays.
What can I do? This problem is ongoing and has left me jaded.
This too. I feel like I understand the author's intent only after I've read an analysis of that article. It makes it difficult for me to figure out what the "point" of the article is. I know practising analyses would be beneficial but how do you start with figuring out the effect or the author's intent for using a particular persuasive technique?
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Any tips on writing a great persuasive, imaginative and expository essay?
As well as the general structure?
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Hi Inhibition, jeanweasley and Billion,
Let me address one issue at a time.
Firstly, on LA -
Verbosity - often a result of one of the following:
1) not being able to pinpoint what the writer is intending and spending too long explaining it
2) analysing every single sentence when there is no need to
3) expounding on each point too much and explaining every single step of the logical process taking you from what the writer wrote all the way to his/her contention
Let me know which one (or more) you think you may be experiencing (I think you pointed to (1) already).
As for the writer's "intent", let me break it up this way. The writer will, in their writing, have the following:
1) the contention (that is the writer's point of view on an issue)
2) techniques the writer uses to make a reader believe his/her contention
Do NOT mix the two up. I understand you both are having trouble with the latter of the above two. Remember that identifying what the writer is trying to do does not entail a technique finding exercise. There is no right answer.
I can write "By drawing attention to the alarming number of starving children, the writer both shocks and induces guilt in the audience;" I can also write "Using the statistics eluding to the number of starving children, the writer raises his own profile and credibility as an expert on the issue". They are both points you can assert on the same part of the passage. So, there is no "figuring out" to do, as long as the observation you are making is reasonable and valid.
Now, on context essays (for Billion) -
The form for creative essays is obviously very flexible (it is in fact, free-form). If you have read my previous posts, you know that I advocate concentrating on the expository form. All my students get a guide as to how to write expository pieces for context essays, and the subject will be covered in term 3 in my classes. See http://www.aimandachieve.com.au for more info.
I cannot share all my notes on this forum as that would be unfair for my paying students, but I am happy to answer specific questions.
All the best to all three of you,
Yang
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2) analysing every single sentence when there is no need to
3) expounding on each point too much and explaining every single step of the logical process taking you from what the writer wrote all the way to his/her contention
Yeah, definitely those points.
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Hi yang, many people have spoken about how to attack a context essay, just wondering how do you get your students to approach a text repsonse essay, im doing interpreter of maladies by jhumpa lahri btw if you could help me out with some tips that would be amazing.
thank you.
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Hi jeanweasley and tcstudent,
For LA, if you can identify those problems you're having, it's time to address them. Be harsh on yourself. When you proofread your writing, catch yourself making those mistakes and cross them out. Remember to keep it lean in LA - you need 1) what the writer/speaker intends to do; and 2) how the reader/audience reacts. Repeat those two ingredients 4 to 5 time per paragraph and you have a body paragraph. Obviously, there are many things to add on to make your essay an A/A+ standard, but don't lose sight of those two simple things.
For text responses, watch out for the following:
1) Retelling the story - NEVER do it.
2) Writing in the passive voice too much - avoid!
3) Writing without a clear plan of how you want your essay to turn out (don't take chances).
Obviously there are many elements in a great text response; too many to post in a forum. I cover them in my classes (http://www.aimandachieve.com.au).
All the best to you both,
Yang
P.S. Jean - if you are interested in philanthropy and business/strategy, think about joining SIFE Monash (if you end up at Monash). I managed a project in SIFE for The Big Issue, and the project was funded by the government.
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Hey Yang,
i've got an outcome coming up on Imaginative landscape. we had to read the view from castle rock by Alice Munro. i'm really having trouble producing actual ideas to talk about in my expository. any help would be great. thanks
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Hi Harley,
Please read my previous posts on the general outline of a context essay body paragraph.
For the imaginative landscape, think about the following:
1) How do people perceive their surroundings? Does this perception differ from person to person and does it change over time?
2) Does a landscape have to be physical, or can it hold abstract elements (e.g. religion, culture etc.?)
3) What happens when an external environment conflicts with one's internal self? How are memories important?
4) How do we associate with the people around us? How does one's environment induce emotions such as fear or contentment?
Most prompts will revolve around those four ideas.
All the best,
Yang
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Hi,
How can I sign up for your ESL program?
Thank you
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Hi usuitakumix,
You can send an email to [email protected].
Cheers,
Yang
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I'm interested guys, what texts are people studying this year?
The VCAA have cut some of my favourites, but there are some great texts out there, despite quite a few nightmares too.
Let me know,
Yang
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I'm interested guys, what texts are people studying this year?
The VCAA have cut some of my favourites, but there are some great texts out there, despite quite a few nightmares too.
Let me know,
Yang
Text response - YOW and Ransom
Context - Spies and DOS
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I'm interested guys, what texts are people studying this year?
The VCAA have cut some of my favourites, but there are some great texts out there, despite quite a few nightmares too.
Let me know,
Yang
In order of preference:
The Quiet American, Interpreter of Maladies, Ransom, Paradise Road.
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Text Response: Year of Wonders, Cat's Eye
Context (Whose Reality): The Lot In Words, The Player
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Text Response- A Christmas Carol, Twelve Angry Men
Context - The Lot, Spies
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Text response: Cosi
Context: One night the moon
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Text response: Twelve angry men and the Reluctant fundamentalist
Context: The quiet American, the rug maker of Mazar-e-Sharif, life of galileo
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Cool - there are some good ones there. I think I might start working on some Youtube videos going over some texts next term. Keep an eye out for them.
All the best to you guys,
Yang
N.B. Keep the questions coming. There were some great ones.
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The Quiet American is an incredible book.
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I quite like both Int. of Maladies and The Quiet American. I have a particular fondness for Ransom due to it's nod of the head to the Iliad.
The easiest texts (out of those listed) to study are A Christmas Carol and The Quiet American. They are easily understood and there is an abundance of resources available for them.
Personally, the ones I enjoyed reading the most are A Farewell to Arms, 1984 and Richard III (not on list anymore).
Cosi and Edgar Allan Poe shorts are the hardest to grasp.
Great seeing so many enthusiasts :D
Yang
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Just a question, when should I practise doing English exams? And how does one build consistency in this subject?
I feel like improving in this subject is such a hard thing to do. What is A+ for English?
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I quite like both Int. of Maladies and The Quiet American. I have a particular fondness for Ransom due to it's nod of the head to the Iliad.
The easiest texts (out of those listed) to study are A Christmas Carol and The Quiet American. They are easily understood and there is an abundance of resources available for them.
Personally, the ones I enjoyed reading the most are A Farewell to Arms, 1984 and Richard III (not on list anymore).
Cosi and Edgar Allan Poe shorts are the hardest to grasp.
Great seeing so many enthusiasts :D
Yang
What's your opinion on 12 angry men?
And furthemore what's the criteria in choosing which text to do at the end of the year?
for example:
-Difficulty
-passion
-popularity?..
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I quite like both Int. of Maladies and The Quiet American. I have a particular fondness for Ransom due to it's nod of the head to the Iliad.
The easiest texts (out of those listed) to study are A Christmas Carol and The Quiet American. They are easily understood and there is an abundance of resources available for them.
Personally, the ones I enjoyed reading the most are A Farewell to Arms, 1984 and Richard III (not on list anymore).
Cosi and Edgar Allan Poe shorts are the hardest to grasp.
Great seeing so many enthusiasts :D
Yang
I've heard a lot about the Iliad. I thought about reading the ending but...never got round to it.
I don't think that the Quiet American is an easy text. I found the plot itself to be quite complex, with all of its flashbacks and flash forwards and change in setting and conspiracies and so forth. In terms of concepts for essays ( which I haven't written yet), there's a lot to mine out. For a short book, it's really quite dense. It's taken me a while to pull apart the layers.
Florian, I really do love Interpreter of Maladies, but after some thought, I honestly prefer The Quiet American. The messages and ideas and the questions raised in TQA seem far more pertinent and powerful. Of course, that's just my opinion. ;)
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Hey all,
Unfortunately, I'm not very familiar with 12 Angry Men. It is fairly new on the syllabus and from what I've heard is not too challenging.
For the text you choose at the end of the year, ideally, you have a choice between two texts if you know both quite well. However, most students tend to concentrate on one text a bit more. Whatever the case, answer the prompt you are most familiar with. Practice does produce consistency. It is important to choose a prompt that you feel you have, at least to some extent, explored before.
You should practice writing full essays / exam papers when you feel that you a solid grasp of what is expected in each essay type. Sure it doesn't hurt to keep practising full essays from day 1, but you can get the same level of feedback by writing paragraphs. I would suggest being able to pump out solid full essays by the time term 4 comes around.
The Quiet American is one of those great texts in English where average students will have a substantial amount to write about, and exceptional students can really show off on. Therefore, I agree that it can be both simple and complex, depending on the level of comprehension a student is aiming towards. I love the text.
All the best :)
Yang
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Hey FlorianK,
Building vocab is one of those things that needs to be done over time. For year 12 students (especially EAL) who struggle with it, I suggest application based vocab building, where a student is expected to use the vocab needed for the essay topic they are working on.
They should acquire it (via reading good essays/resources etc.), apply it (by using it in your essay); and then augment their abilities by first correcting any incorrect use, then finding more ways to use the particular word or phrase.
Unfortunately, there is no easy way around this. It comes down to either natural curiosity or discipline.
All the best,
Yang
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Hi Yang,
Any tips for analysing effect on reader in an LA? Struggling with this a bit.
Thanks
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Hey abcdqdxD,
Did you PM me about this?
Please post my reply to you on this forum if you have it. I think you asked a great question and it'll help other students who may be asking similar questions.
Cheers,
Yang
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The easiest way for me to put this is this:
You need two main things in your body paragraphs:
1) What the writer/speaker is trying to do
2) How the reader/audience reacts
Do not mix up what the writer is trying do to with his/her contention! It is what he is trying to do in order to persuade someone to his contention.
The reader never has these reactions (these are too vague):
1) pays attention
2) believes contention
3) is concerned (about what?)
4) feel contempt (towards who?)
The best thing to do is see how it is put into practice. We have covered that in our classes at http://www.aimandachieve.com.au. You're welcome to check us out; or, find a tutor/teacher who can take you through the process of writing that body paragraph for LA.
All the best,
Yang
Question: Isn't what the author is trying to do the same as the way the readers react?
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Hm, I'm perhaps getting into semantics, but I disagree that prompts should be chosen based on familiarity. I think prompts should be chosen based on how well they will let you show off your knowledge and skills, which for many will be the prompt that is familiar.
Also, I agree with Lolly- TQA is so rich and a wonderful text. Humanity well captured.
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Hey Brenbreezy,
I''m not fussed. I think your take on familiarity stands. For me, the two are the same.
Hey abcdqdx,
"The writer induces fear in the reader by using emotive words such as...."
The first half of that sentence is the effect, the second half is what the writer does.
All the best,
Yang
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What are some ways of incorporating tonal shift into a language analysis piece?
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In a context essay, what would be the most effective way of integrating quotes with an example please?
Are quotes useful? Are they necessary?
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HAVE TO SAY, LOVE THIS TRHEAD, THANK YOU, THANK YOU,
just wondering..
with expository essay ; since its based on discussion on the topic, what is the best way of structuring your paragraphs
eg ; should you write your first paragraph on agreeing with the topic, and the second one 'disagreeing', or could you mix
it up in one paragraph ???
with text response my teacher has taught us this way
ASSUME I AGREE WITH THE TOPIC MOSTLY
p1 - agree
P2 - agree
p3- agree
p4- show the opposite,
could you do the same with context (expository essays )
THANKS IN ADVANCE.
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Hey all,
Let me address the questions one by one.
On tonal shifts in LA - you should simply state the instance(s) that a writer change their tone in any dramatic manner. Often, writers become more emotional as they write; or they calm down. Therefore, the shift is often from logical, rational and calm, to emotive, bombastic and scathing (just examples) and vice versa. Make sure you identify the change from one tone to another.
On quotes, they are definitely necessary. I have a few rules on quotes that really need to be explained with examples in class, but here they are:
1) Try to keep it under 5 words.
2) Integrate it into your point; don't write it and then explain it in another sentence.
3) Only use quotes if they are relevant. Extreme example - quoting "and" doesn't do you any good.
4) Quotes prove you understand the text/film only. They are not points in and of themselves.
On the issue of structure, I think the one given by your teacher is a great one to start with Koby. However, once you become more advanced, you may get bored of the same structure; and will find that often another structure better serves the purpose of any particular prompt you are writing on. I teach my students to write 3 body paragraphs (anywhere between 3 and 5 is fine). I feel that this way, you can fully argue any contention you have brought up in a topic sentence. The full body of what I teach in this area is in the lesson for brainstorming and planning that I have just covered with my class. I applaud your teacher for teaching you to also acknowledge the other side of the argument.
All the best,
Yang
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Hi Yang,
I was wondering, I haven't been doing to well in my SACS:
Speech: 16/20
Paradise Road Sac: 24/30
Language Analysis Sac: 17/20
If I keep getting around these scores on my SACS, does it look like above 40 is possible for me?
(I believe I have a strong cohort, with many of my peers looking at 45+)
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Hi Yang, I have a question with the expository style in context. At the same time that I'm expressing my own contention, I have to equally expose both sides of what I'm presenting...how exactly do I do this? It doesn't make a lot of sense to me, thanks.
???
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Hi Yang,
I was wondering, I haven't been doing to well in my SACS:
Speech: 16/20
Paradise Road Sac: 24/30
Language Analysis Sac: 17/20
If I keep getting around these scores on my SACS, does it look like above 40 is possible for me?
(I believe I have a strong cohort, with many of my peers looking at 45+)
They are good scores. 40 is definitely possible
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Hey guys,
I agree with abcdqdxD. You should be able to get 40 or above but you will need to perform well in the exam. Make sure you are well prepared for all three essays in the exam and can pump out 9 or 10 out of 10 essays consistently by the time exams come around the corner :)
On the issue of arguing both sides, the same theory applies to both context essays and text responses. Let's say A is a contention and B is the opposite contention (for simplicity). "I believe A" is a one sided argument. "I believe A but B can also be true/valid" makes it more interesting. "I believe A but B is also valid under certain conditions. However, A is still more true than B because..." - this is the best argument; you should aim for this in any essay.
All the best,
Yang
N.B. I might be slow to respond for a while. Exams are around the corner for me and I'm also working on some other things. You lucky bunch are the first year not to have to do mid-years haha. Keep writing, and you won't freak out when exams come :)
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Repost because my post was not replied to.
Just a question, when should I practise doing English exams? And how does one build consistency in this subject?
I feel like improving in this subject is such a hard thing to do. What is A+ for English?
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Hey jeanweaseley,
Sorry, I must have missed it.
My suggestion for students is to keep writing paragraphs (there are nine types - intro, body and conclusion for all three essays). Get feedback on those essays (try to do at least 3 to 4 a week) and keep improving them. Once you get in the groove, time yourself so you can produce the same amount and quality of work that you do under pressure (each paragraph should be 10mins or so by exam time). Once you have those things under your belt, chew on some prompts that you have already written plans for and write full essays. Come term 4, start writing essays under exam conditions.
As for what an A+ essay is, the rubric for English essays under the VCAA website is a good guide; although English can be quite subjective. In essence, you get marked for depth of thought/argument, and your writing prowess.
All the best,
Yang
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I apologize if you've already answered these questions but I cannot be bothered going through the past few pages and reading every response, haha.
Whenever you walked into an exam, did you have things you knew you were going to talk about?
So for example, if you were studying conflict, did you have external sources ready in your mind (e.g. notable wars, anecdotal evidence, etc.) to use in your essay? If so, how many did you have whenever you walked into a SAC/exam, and did you research about it on the internet and develop the ideas in your spare time in order to put it into your essay?
And before every essay (in SACs and the exam), did you always do a plan?
If so, how long did it take you (time wise) and would you mind giving me an example of what your plan would usually consist of?
Thank you in advance.
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Hey Yi,
I have a few questions about context essays, could you please post your email address?
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Hey Yi,
I have a few questions about context essays, could you please post your email address?
I think he'd prefer to keep questions on this forum, if you want additional help, try his tutoring.
It will help you out specifically and help him pay the bills! :)
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Hey guys,
Firstly, my name is Yang, not Yi (although I know a Yi). I do not qualify very well as an Asian haha. I loved English, Lit and Music at school and found Maths to be a bore. My lowest score was in Physics, for which I got a 40. My highest was in English, which I got 50 in. At school I was heavily involved in music, debating and athletics, among other things. I actually spent only a modest amount of time studying in year 12 because I had completed two 3/4 subjects in year 11.
If you have any questions, please do the following:
1) Have a quick read and see if it already has been answered - if you see anyone ask a question that has been answered, feel free to quote me in order to answer it.
2) Post any questions you have in the thread. If you have real issues with certain elements that need real work, reading a forum post will not help much anyway. The best thing to do is to find yourself a good tutor, or ask your school teacher for some one-on-one time.
3) Please keep your questions as simple and precise as possible. "How do you write a good essay?" for example is a useless question.
Now onto the answers.
Hi Will,
In my English exam I did not spend any time on planning, nor did I prepare intensely beforehand. However, this was because I was already very familiar with the brainstorming and planning process for each essay section. I teach these processes to my students. If you practice enough, you will be able to do most of the planning in your head, and work off a few words on the page. I do encourage students who are not yet that confident to take 5-10mins to plan their essay in the exam.
As for ideas related to particular contexts, the best thing to do is to read. Know your current affairs and read up on some history. Also read up on some good philosophers. This shouldn't be a rote-learning process. When you come into contact with the materials, and are also familiar with the context, you will be able to come up with them naturally in any given context essay.
Hi Kaitlyn,
Post your questions on the thread (thx friedbacon). Let's see how I can help :)
All the best,
Yang
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Hey guys,
Firstly, my name is Yang, not Yi (although I know a Yi). I do not qualify very well as an Asian haha. I loved English, Lit and Music at school and found Maths to be a bore. My lowest score was in Physics, for which I got a 40. My highest was in English, which I got 50 in. At school I was heavily involved in music, debating and athletics, among other things. I actually spent only a modest amount of time studying in year 12 because I had completed two 3/4 subjects in year 11.
Did you prefer Lit or English? :D
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Hi Lollymatron,
I have to say I enjoyed Lit more than English. I put much more work into Lit, but unfortunately I didn't perform as well as I would have liked in the exam.
A Lit enthusiast yourself?
All the best,
Yang
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Hi Lollymatron,
I have to say I enjoyed Lit more than English. I put much more work into Lit, but unfortunately I didn't perform as well as I would have liked in the exam.
A Lit enthusiast yourself?
All the best,
Yang
Hahahahaha yes you could say that...:P
Did you incorporate literary style analysis in your text response? To what extent is this appropriate?
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Hey Yang,
I'm just wondering if you ever studied Year Of Wonders?
I'm struggling to improve my writing in my responses to prompts relating to this text, would you happen to know any good sample essays I could read in order to improve?
Thanks
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Hey Yang,
I'm just wondering if you ever studied Year Of Wonders?
I'm struggling to improve my writing in my responses to prompts relating to this text, would you happen to know any good sample essays I could read in order to improve?
Thanks
There are a ton here on the site. Check out the essay compilation thread. I've also got some notes on it if you're interested.
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Hey guys,
I believe that you can include some close analysis (Lit style) in your text response, although too much of it will adversely affect your ability to cover enough ideas in your essay. Think of it as icing on the cake (extra mark material) instead of the substance of your writing in English (I know - English is a bit boring compared to Lit).
Unfortunately, Year of Wonders is one of the few texts I have not read on the syllabus. There are many sources out there Will; do try to read good essays and consistently write paragraphs. Feel free to ask about any specific writing problems you may have here. I suggest getting in touch with jeanweasley and forming a little study group. It is a great source of information and motivation.
All the best,
Yang
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Hey all!
I'll be back in action starting next week. Get your questions in before law exams take over my life.
A lot of people have been PMing me. Please post any questions on the thread so that others may benefit from it.
PM me if you are interested in my program, or have a more personal issue.
All the best,
Yang
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Hey Yang!
So Im working on a context piece at the moment and I'm just wondering. With an imaginative piece how do we include the text in a short story? I'm doing Growing Up Asian in Australia by Alice Pung. I thought maybe writing a short story similar to those in the novel would work... Is this sufficient? I have no idea how to actually include the novel directly.
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Hi Yang, to start off with, congrats on doing so well!
My question tho, is about the marking scheme. Hopeully you can help me out, or someone else since your exams are soon (good luck!). So I can consistently get 8-9 and maybe 7 if I left it to the last minute like half an hour before class lol. I'm just curious as to what's the difference between a 9 and a 10? I've heard many things, that if you have a bit of flare then that's the difference. Or it's stylistic, the way you write. Or its the relevance to the prompt. Or your control of language.
The marking scheme for sacs doesn't help haha, it just says demonstrates fluency or close reading and study of the text or cohesive response with complex issues explored
Thanks :)
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Hi Yang,
I'm using the Quiet American for conflict and I was wondering if you knew how I could link that text to the civil war in Syria? Any help would be greatly appreciated!
Thanks very much
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Hi Yang,
Just about the Lit style writing in English essays:
I find that the close analysis/wider extrapolation stuff seems to fit at the end of paragraphs, when making a broader assumption about the material I've discussed, while sprinkling incidental bits and pieces throughout. Do you think this is the most appropriate place to include it? :)
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Hey all, some great questions here.
whichkim:
Usually, it is sufficient in an imaginative piece to relate the themes presented to the context, and by extension, the text associated with it. In your case, it is Identity and Belonging (easiest context in my opinion). Different teachers may have different ideas in relation to this however, so check with your class teacher when attempting this in a SAC.
Alwin:
It's always a good sign when a student asks how to get those 9 and 10s haha. I would say the main factors that make a student stand out would be the following, in the order of importance (although they are inter-dependent):
1) Complex ideas
2) Control of language (clear and concise)
3) Precise and varied vocabulary
4) Presentation
dpagan:
TQA is a very interesting text. I personally feel that there are some similarities between TQA and Syria, although such an assertion in an essay may be politically sensitive in nature, and thus should be avoided. It is alleged that America is a big power-broker in the Syrian civil war, as they politically back the rebels and provide them with weapons, ammo and other resources. One can contend that either for the expansion of their influence, or the political leverage of a foreign conflict, the USA has committed, caused, or encouraged what would be considered crimes under international human rights law. The same controversy occurred in the Vietnam war, where both sides (Viet Cong and South Vietnam - backed by the US) committed crimes against humanity. You can find many resources on the subject if you dig around.
adam11095:
I think that if a model works well for you, it is a good model. Personally, I too "sprinkle" bits of close analysis in my English essays, although I usually avoid doing so at the end of my paragraphs. This is to avoid sounding like I am in the middle of my explanation at the end of the paragraph. However, if the end is a simple point that is a natural result of any previous discussion, it wouldn't matter.
All the best,
Yang
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Hi Yang Li
could you help me identify the issue and authors contention of this article please ? http://www.smh.com.au/it-pro/government-it/nbn-debate-ignores-new-era-for-apps-ideas-20130416-2hwxa.html
thanks you.
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Hi lenny500,
Why don't you have a go first and I can tell you whether I agree or not.
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Hey Yang, how would you add in your supplementary material in your context essays? Does it all depend on what issue it is?
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im assuming the issue is if the NBN is going to be beneficial and the author arguing that it would be beneficial ?
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hey yang, approximately how many words were you writing for your essays towards the end of the year?
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Hey guys,
lenny500 - that's almost spot on. The writer is contending that the NBN will benefit Australia by encouraging software development.
abcdqd - I was writing almost three pages, so approximately 1000-1100 words per essay.
All the best,
Yang
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hey Yang,
Thank you so much for your help
just wondering with expository essay evidence.
shoulld evidence from outside the text have some kind of connection with the ideas of the book in regards to the theme
example, we are doing " The Life of Galileo", some of the main ideas of the play in regards to conflict is that,
conflict is caused out of fear, disregarding alternatives (other views), those in authority suppressing people who raise against them...
should the outside examples link to these ideas or have some kind of connections to the play. or can we use any events or examples (eg, world wars...???)
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Hey Koby,
Generally speaking, you do not have to relate other evidence in a context essay with the evidence that comes from your text. However, given that they are all closely related to the context, they are inevitably linked to some extent.
Galileo is a very interesting person historically, as he was quite a religious person himself. Other than the conflict between his scientific discoveries, the church, and the ignorance of the general populace of the day, he must have also experienced personal conflict in trying to find an internal balance between his logical, scientific mind and his faith.
All the best,
Yang
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With a prompt like "new environments create conflict", is it too cliche to write a speech to newly accepted asylum seekers about the conflicts that may arise and ways of adapting to those conflicts?
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Hi Yang
For my english context, I am practising an expository peice on "The overall importance of conflict lies not in it causes but in its consequences".
My book is The Quiet American
Could you provide me with some real life resources which I can incorporate into my peice?
Thank you
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Hi Yang,
I'm happy that I'm consistent in English getting 90s for each of my SACs, but how can I improve to get the top marks?
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With a prompt like "new environments create conflict", is it too cliche to write a speech to newly accepted asylum seekers about the conflicts that may arise and ways of adapting to those conflicts?
Sounds quite creative to me!
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Hey guys,
jono88 - I reckon that's a great topic! It's especially interesting that in escaping a conflict, they find themselves in another. It's quite sad in my opinion. Australia should be more humanitarian about the way we treat asylum seekers and use it to boost our labour pool. For the context, there are many conflicts - b/w old culture and new; b/w asylum seekers and the government; internal conflicts b/w wanting to belong in a society but not feeling accepted etc.
danne - There are a countless number of examples for your prompt. There are some ideas you should consider:
1) Is conflict always caused by ignorance?
2) Are the consequences of conflict always negative?
3) Is it dangerous to forget the cause of a conflict?
You may consider some conflicts such as - Israeli/Palestinian; Irish Catholic/Protestant; The Crusades; DPRK Communist/Capitalist South Korea. You can also consider internal conflicts within individuals etc.
jeanweasley - You're a regular on the thread now :) Congrats on being able to consistently score above 90. To get those top marks, it really comes down to building "finesse"; that is, great control of language and the ability to relay complex ideas efficiently. The best way to get there is to have a tutor or a mentor to read your writing and give you some pointers from time to time.
All the best,
Yang
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Hi Yang
Do you mind if we send you pieces to have a look at?
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Hey Yang,
during an exam, should we be spending the majority of our reading time on the language analysis section?
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Hey Yang,
during an exam, should we be spending the majority of our reading time on the language analysis section?
Hi :) (obviously I'm not Yang), but I would say there isn't much else you can do and should do. You can't write so any planning for the text response and context pieces would have to be done and remembered in your head, to be later transferred onto paper. Not a very efficient use of time. Much better to carefully read the article(s) go get both an overall view and pick out specifics you can later use in your analysis.
Moreover, you don't want to spend precious writing time having to go back and reading the article.. reading time is for reading and writing time is for (if you hadn't guessed) writing :P
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Hello Yang,
Would you mind if I sent you a piece to mark,
Thanks Matt
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jeanweasley - You're a regular on the thread now :) Congrats on being able to consistently score above 90. To get those top marks, it really comes down to building "finesse"; that is, great control of language and the ability to relay complex ideas efficiently. The best way to get there is to have a tutor or a mentor to read your writing and give you some pointers from time to time.
All the best,
Yang
Yang,
Thanks for your reply. I'll see to building "finesse" by posting my other works here. Just another question, how do you overcome fear in SACs or in an exam situation that something will go wrong, that, even if you've studied for it, there is that underlying fear that 'what if I stuff this up?' "Will I finish in time""What score will I get?"
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Hey guys,
ashs_vb & matthew.agius,
Unfortunately, I cannot mark your work given that my students pay me to do the same. It would be unfair for them. If you're interested in getting some constant feedback from me, PM me and we can make an arrangement.
Eugenet17,
I agree with Alwin on that point. It is good exam technique to get your first and second (if you can) reading of the article done in your 10mins reading time. I will add however, that it is also important to make up your mind as to what prompt you will write on for the other two sections and stick with it. The reading time is also a good opportunity to do that. It is amazing how long some students can take just to decide which prompt to tackle. That would be detrimental given the time limit. While you read the article, make sure you know both what the issue and the writer's contention is.
jeanweasley,
It is really common to get the jitters and doubt yourself in an exam situation. Try and use the adrenaline and nerves to your advantage. Sport science studies have shown that being overly nervous impedes performance dramatically, but a healthy amount of nerves actually helps the brain to concentrate and focus, thereby increasing performance. If you find yourself doubting, remind yourself to calm your farm/cool your stool/take a chill pill (whichever works best for you haha). Your practice will carry you through just fine.
All the best,
Yang
N.B. My guide to language analysis is downloadable under the first post of this thread.
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I don't know if this question has been asked, but nonetheless:
What kind of SAC marks do you generally have to get to achieve a 50 in English (or up there somewhere)? I've heard from various sources that because so many people do it, you need near-perfect raw scores and probably rank 1, unless it's a mammoth English cohort, but also that you can afford to lose a few marks along the way and blitz the exam and come out right on top....Which one is the more relevant? :)
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I don't know if this question has been asked, but nonetheless:
Well, it would be respectful to find out if the question has been asked.
It is possible for the highest ranked person to score a 50 even if they don't have close to full SAC marks because of the way VCAA moderates SACs. If there were someone (or more than one person) to score monumentally high on the exam, the top cluster of ranks should have pretty high moderated SACs.
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how would you tackle "conflict is a fear of difference"?
Suggestions from anyone is welcome!
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How would i integrate 3 ideas from "new environments create conflict" about asylum seekers, ptsd soldiers face and the trauma of natural disasters into one feature article? Would I use them separately under separate sub-headings?
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Hey all,
QuidProQuo,
I think I've answered this already. For reference, I lost 4 marks I think and got a 50. The exam is weighted much more heavily. And Brenden is right - your exam results will adjust your SAC marks.
abcdqdxD,
I think I answered a question about conflicts previously. I listed the main ideas evident in the context. Have a look at that. The short answer in my opinion is that conflict often occurs from ignorance, including an inability to understand someone else (because of differences in culture/belief systems/values/affiliations/race/appearance etc.)
jono88,
For some ideas on conflict, see my previous posts. Remember that the context essay is more about ideas rather than examples. Do not split your paragraphs according to the different examples you listed. Instead, have a different idea per paragraph and reference any examples of conflict that apply to that idea (can be more than one).
All the best,
Yang
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Hi Yang,
I was just wondering if you were familiar with the text, Stasiland. I've seen insight study guides floating around, but they're a bit shallow haha. Do you recommend anything for Stasiland?
Actually, do you even recommend buying study guides for texts, or context?
Thanks :)
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Hi Alwin,
I have a student who studies Stasiland. It is a bit different to other texts because it is non-fiction and new on the syllabus. Also expect many prompts on how the narrator sees/portrays/may be biased towards certain things, rather than your normal character or theme-centric prompt.
My opinion to guides is to read the text and write a summary yourself. Brainstorm some ideas yourself, then claim as many ideas as you want from outside sources. The guide should be used for two things - 1) last minute study and fact checking; and 2) expanding upon your own ideas. They can be quite helpful.
All the best,
Yang
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Hi Yang,
just wondering when you write a context piece, do u have to state what they did to make the conflict arise etc? then the effects and so on?
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Hi 9_7,
Please read some of my previous posts on conflict.
Assuming you are talking about the expository piece, it is a good idea to discuss as many facets of the context of "conflict" as possible, including, but not restricted to, its cause, its effects and how we react to it.
All the best,
Yang
N.B. I am in the middle of my exams at the moment. Please leave your questions on this forum, and I will address them as soon as I finish.
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I don't know if this question has been asked, but nonetheless:
What kind of SAC marks do you generally have to get to achieve a 50 in English (or up there somewhere)? I've heard from various sources that because so many people do it, you need near-perfect raw scores and probably rank 1, unless it's a mammoth English cohort, but also that you can afford to lose a few marks along the way and blitz the exam and come out right on top....Which one is the more relevant? :)
Exam. SACs are meaningless. They actually are.
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SACs are not meaningless in any possible sense of the word.
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I'm in year 11 this year and I love English. If anything, its one of my top-scoring year 11 subjects. How can I make sure I get a 45+ for English which I'm aiming for. Over the summer + next year, I'll be doing plenty of reading. I cannot at the moment because literally, I don't have time to, with Biology and Further 3+4 and exams rapidly approaching.
How can you ensure you maintain eloquence over verbosity, whilst still being sophisticated?
Plus do you recommend using 3 pieces of textual evidence per body paragraph? I can manage 700 words with 2 pieces of textual evidence per body paragraph, and I'd like to bump that up to about 1000 words for year 12, so I'd say 3 may be very appropriate, but of course, your advise would be greatly appreciated.
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How can you ensure you maintain eloquence over verbosity, whilst still being sophisticated?
The vocabulary you use must be additive to whatever you're talking about. If a simpler word or phrase could have been used to explain the same thing, that's called verbosity, which is what you want to avoid. Practicing writing succinct phrases that encapsulate certain characters or moments in your text, which you can then use in your essays at appropriate moments, may be helpful.
Plus do you recommend using 3 pieces of textual evidence per body paragraph? I can manage 700 words with 2 pieces of textual evidence per body paragraph, and I'd like to bump that up to about 1000 words for year 12, so I'd say 3 may be very appropriate, but of course, your advise would be greatly appreciated.
It really depends on your explanations of each piece of evidence. Remember that this is the most important part of your body paragraphs (alongside topic sentences). As long as you're not compromising the quality of your explanatory statements, keeping time constraints in mind, having 3 pieces of evidence is definitely fine. However, if you find that you can elaborate enough on just 2 pieces of evidence, there's nothing wrong with that either.
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Hey all,
I'm back :D
Thanks to Ancora and Brenden for answering in my stead :)
Please feel free to continue posting questions.
I will be streaming all of my class material in an intense, one off web seminar on Youtube at the end of August. If you want to be a part of this seminar, or want more information, please PM me so that I can arrange for an invitation to go out to you.
All the best,
Yang
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This may sound like a really obvious question but with english being the most popular subject i had to ask.
Over unit 3, of the 3 sacs I have done on each AOS (language analysis and speech graded together) I have received an A on each of them. Does this automatically mean that my unit 3 ga is an A?
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Hey jaz95,
The short answer is yes; although it is subject to change depending on how well you do in your exam.
All the best,
Yang
N.B. I've had quote a few messages regarding the seminar in late August. It is confirmed to be $90 and will run for 3 hours on Saturday, August the 31st. Please PM me if you are interested.
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Hey guys :)
Good news - the final copy of my notes has been finalised and all participants of the online seminar will be receiving one.
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Hi Yang,
I am currently the highest ranked in my cohort for english(and hopefully can maintain that rank) and would like to know what score on average I would need to get across the three essays to get a 40-45 study score raw. In other words how many marks can I drop on the exam to ensure a minimum 40.
Thanks
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Hey xenial,
Whose reality is a difficult context to grasp. It is also the one with the most variance in what you can expect to tackle in the exam. My pointer would be to read up on ideas relating to subject and objective realities; how they differ, how they relate to each other, and in what situations they can be applied in. This is a somewhat philosophical question regarding whether our perception of the world can justify its existence. There is also a social theory element based on the fact that we humans tend to agree on a "common perception of truth" and therefore regard all those who do not subscribe to these facts as insane. Historical examples such as Leonardo Da Vinci exemplifies the maxim - consensus does not equal truth.
Hey not-you,
Congrats on doing quite well in your SACs. If you are on top of your game, an average of 9 out of 10 across your essays should put you above 40. However, it also comes down to the overall quality of your cohort. An algorithm adjusts your SAC marks according to how well you and your classmates perform in the exam. Then it combines that mark with your exam mark, then places you on a normal distribution of the whole state, thereby creating your score.
All the best to you both,
Yang
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Hi Yang,
What is a good way to improve sophistication in text responses?
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Hey scandin9,
That is a hard question to answer. Start by reading as much on the material as you can to build ideas. Write as many paragraphs as you can and get feedback on them in order to improve your linguistic ability.
There are however, a multitude of things that will "improve sophistication" and so the best thing to do is to ask someone to give you some pointers after they've read some of your writing.
All the best,
Yang
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hi there, I just got told that English will not be in your primary 4 subjects next year.
Does anyone know if this true?
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Hey there,
As far as I know, any one of the English subjects (English, EAL, Lit or Eng. Lang.) have to be in your top four.
All the best,
Yang
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What is your opinion about 'preparing' essays that were marked to a high standard by your english teacher?
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Hey scandin9,
I'm not as against "preparing" exams as I used to be. I could see how a student with a somewhat tenuous grasp of English can benefit from refining their own writing and remembering some of that.
However, I strongly suggest that students do not memorise whole essays to be regurgitated in the exam. It is too rigid a method and does not work in the exam. Make sure you answer the actual prompt that is given in the exam. A much better thing to do is to memorise ideas so that you can regurgitate topic sentences that are relevant to the prompt given.
All the best,
Yang
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Hi Yang Li,
1/ For text response, if I am given a character-based topic, do you think that I should discuss the themes of the text even though I am not fully convinced that it is relevant to the topic? For example, I am doing "A Christmas Carol", and if the topic is: "Does Scrooge change due to guilt or compassion? Discuss" , then should I include the bit about how Scrooge represents English society back in Victorian era and how Dickens uses Scrooge to change the society?
2/ Also, when you refer to the author of a text and his purpose of writing it, do you use present tense or past tense?
3/ Do you think that the length of an essay is an essential factor in determining study score? I have always been told by my teacher that I am expected to write 3 pages for each essay...
Thank you very much!
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Hey 09Ti08
For character based topics, usually any theme is relevant to the central character. You can certainly talk about English society during the Industrial Revolution. However, I'm sure you can include that as a minor point under another theme. The important skill to have here is to plan well so that you have enough flexibility to substantiate your body paragraphs without talking about another topic entirely.
The best idea is to use the present tense. Use the simple present through most of your essay and the continuous present to describe past events.
Top grade essays should be at least 1000-1200 words.
All the best,
Yang
Sorry I've been away for a while guys. I've been busy preparing the coming seminar at the end of August. PM me for details.
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did you prepare for one or both of your english texts for the exam?
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Hey fishandchips,
I "prepared" for neither of them. Because I knew both texts quite well, I was free to choose between four prompts in the exam.
All the best,
Yang
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Hey all :)
The seminar will run on 2pm this Saturday for FREE.
I have refunded all students who have paid. Thanks to the guys and girls who paid and showed interest!
The new revised seminar will run for an hour and cover how to write a context essay, with worked examples. Everyone is welcome to join us online. We will endeavour to keep bringing out these seminars, concentrating on each context / text and the language analysis in isolation.
Please PM or email me at [email protected] to receive an invitation with a link. You will receive the email at 2:00pm on Saturday taking you to the live stream.
Feel free to share the link with your friends and peers.
See you all online :)
Yang
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Hey Yang,
I've read through some of the post on this thread and you've already been heaps of help.
This probably sounds concerning but I feel like I haven't improved this year. My SAC's tell me that I'm doing well (I've lost 4 marks thus far and I think I'm 1st/2nd ranking) but I feel like my SAC''s are not a measure of how I will go on the exams.
I know that I need to practice to improve my writing but every time I go to write an essay I just get stuck, I'm so unmotivated.
Any tips?
Thanks!
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How did you manage to get 50 in such a subjective subject ????? Did you drop any marks on your sacs? What about if you drop 1 or 2 marks - can you still get a 50 ? Did you do a creative at all?
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Hey akeergar,
If you're in the top 10% of your cohort, I wouldn't be too worried about where you are at the moment. Your exams are more important given they can alter your SAC marks.
I suggest practising writing paragraphs and timing them. You should aim to be able to write a full body paragraph in the text response and the context essay in less than 15mins by the time exams come. Aim to write paragraphs that are more than half a page long.
The only other advice I have is to get used to planning your essays quickly. That way, you never get stuck in an exam.
Hey guy with impossible name,
I've posted on this subject already. You can definitely drop SAC marks and still do well and get 50. I enjoy writing creative pieces, but they are too subjective in my opinion for an exam.
__________________________________________________________________________________________________________
Just another reminder that the seminar covering how to write a context essay (with worked examples) will run on 2pm this Saturday for FREE. Please PM or email me at [email protected] to receive an invitation with a link. You will receive the email at 2:00pm on Saturday taking you to the live stream. Feel free to share the link with your friends and peers.
All the best guys,
Yang
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Thanks Yang, I think planning and short paragraphs will help.
Oh and I'm interested in the context writing seminar, could you please send me an invite? :)
Cheers!
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Hi akeergar,
Shoot me an email :)
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How does one deal with writing fluently and sophisticated under time conditions in both sacs and exams ?
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Hey there,
That's a great question. It really comes down to practice. If you know your material well, and have practised planing and writing many paragraphs, ideas and even syntax comes to you naturally in the exam.
In fact, I remember spending almost no time studying for English immediately before my exam, because I was already very familiar with the material (the context or the text) and how to go about writing it.
All the best,
Yang
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Hi, I am in year 11 and I hope someone can give me some feedback on a context piece i did?
Please give me your thoughts on this context piece?
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Hey all,
Just a quick reminder that the online seminar for Context Essays will run tomorrow at 2pm. The link to the live Youtube stream will be posted on this forum just before 2pm.
See you all there!
Yang
N.B. email me if you want the link to go to your email
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Hey guys!
The link to the seminar is: http://youtu.be/gsGJToY7j3k
See you in 15mins :)
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Is it wrong to begin a context essay with an example? My English Teacher gave us the idea, saying that because it is a context, there is room to move around and experiment with the formula a little. The idea is to start the essay with an outside source (non text) that is both interesting and a little bit out there, then in the next paragraph thrash out the theory (like an introduction), relating it back to the first example and then expanding further, following up with the other examples and a conclusion.
Is this a good strategy?
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Hey everyone,
Thanks for tuning in to the seminar! For those who missed out, the link should still take you to the recorded seminar.
Please let your mates know about the video :)
All the best,
Yang
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Hey Walshy,
There is nothing wrong per se with your teacher's suggestion with the introduction of "hybrid" models for the context essay. I would however, stick to the safe side for the exam and perform as well as I can in the accepted forms.
Hey BasicAcid,
Glad you liked the seminar! Feel free to go back to the video. I'll leave it up till exam time. Let your friends know about it :)
All the best to you both,
Yang
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I also watched the presentation and it was very informative. Yang specifically stating that no evidence should be used at the beginning of the essay prompted me to ask this question.
So would I be marked down by a potential examiner if they were correcting this form of structure, just because of the way i have written it?
Thanks for your input.
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Hi Yang,
Could you please post the powerpoint that you used in the video; I'd like to print it out as a kind of summary.
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Hi Walshy,
It is very likely that you will lose marks if you are clearly presenting an expository essay yet including evidence in your introduction. Obviously, it comes down to what you write exactly.
Hi MrHulot,
It wouldn't be fair to my students if I make all slides publicly available. Why not just summarise the bits you need? Also, the seminar is not enough in itself to take you through the exam. The best thing to do is to probably get into some writing practice with the seminar in mind.
All the best to you both,
Yang
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Hey Yang,
I found your lecture on Context really helpful, so thanks for that!
You mentioned that 30% of our body paras in an expository essay should consist of discussion that unpacks the idea being studied, before presenting the suitable evidence; I find this really tough to include and end up being repetitive in my discussion because, as you know, there's a very limited amount of content for The Imaginative Landscape. Is there a way to overcome this, perhaps by researching more content relevant to this context?
Btw, are there going to be any upcoming lectures for the other area of studies?
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Hey sin0001,
It is hard to come up with content to fill that discussion. However, if you absorb some information (from your teacher / tutor / books etc.) about your context, you'll find that you can synthesise them to come up with even more ideas. Many ideas are about how different areas relate to one another; and practising going through that thought process means you won't have to do it again in the exam :)
I will try to get more content out; although it will be a challenge with my law degree and other commitments on my plate. I'll definitely let you guys know first here on this thread if I do.
All the best,
Yang
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How likely is it to be caught out using fake sources for evidence in an expository essay in the examination?
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Hi Lala1911,
I doubt you'd get caught for the odd made up one, but it doesn't take much effort to just do some research. It's not worth the risk.
All the best,
Yang
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Hey Yang,
I missed the live context seminar but i watched it on YouTube and it was very helpful. I was wonder though, what is your view on a hybrid variation between a creative and an expository essay.
Oh and would you be able to show us just one of your expository essays. I'm yet to see a really brilliant one so I just want to see what a high range expository essay looks likes.
Cheers!
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Hey akeergar,
I've included examples in my slides in the seminar. Other than that, I provide examples in the notes that we provide to our students. I think the example paragraph/essay is most useful when analysed by somebody, so I do not provide my essays outside my classes.
All the best,
Yang
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Hi Yang,
How many full exams would you recommend doing if looking for a very high score? How many essays on each area? Thanks!
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Hey A+,
There is no easy answer to that question. It really depends on the student. For some context, I did not write any full essays a month before my exam and was lucky enough to score 50. A good friend of mine wrote about 25 essays in the last month and scored 45; also a fantastic result.
I think in the end, it comes down to how confident you are with writing your essays. If you know for a fact that you can pump out a solid essay consistently within the hour, you may get away with minimal revision.
For students who are not as confident, I suggest you practise at least four essays for both your text response and your context essay; and aim to keep them under 50 mins. Your language analysis will most likely take slightly longer than the hour.
All the best,
Yang
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For Identity and Belonging, I always get stuck on what to do when I look at a prompt. For example, 'If there is no community, then there is no me', I argue that we need to belong to a group in order to form our identity. After this point, I don't know where to move from, what I should be discussing, and even how to start my essay. No ideas are coming into my mind.
What can I do to fix these issues?
P.S I'm currently studying the film 'Skin' and I'm unsuccessful in writing a plan (because I don't know where to go on and how to properly plan an essay)
Thanks
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Hi EternalSpirit,
Firstly, if you haven't done so already, go through http://youtu.be/gsGJToY7j3k to make sure you're tackling the essay the right way. It also covers I&B quickly.
I&B is actually a relatively simple context. A lot of students however, tend to run out of ideas. Remember that context essays do not LIMIT what you can write on; it expects you to discuss the context FULLY. Therefore, if you are good at pointing to the logical relationship between ideas, you can explore ideas that are even tenuously linked to the prompt. For example, consider these questions:
1) How does an individual reconcile their personal the social identity?
2) What causes identity crisis?
3) How does the group influence the individual? Is this a forceful influence, or a voluntary one?
4) Can the individual choose their groups? If so, are their choices dependant on their beliefs and values?
There are many more points on our guide given to our students. However, going through the process of coming across these ideas yourself as you plan/write is the best way to prepare for the exam.
All the best,
Yang
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Hey Yang Li :)
Thanks for all the advice so far, your thread has been really useful! I just had a couple quick questions:
How much effort did you put in to get three 10's? I noticed you did lit which I assumed helped, but is it a lot of effort to achieve very high scores?
We had a mock English Exam in June (and another one next week during the holidays) in which I got 8-9-8. So, contemplating if I should keep my standard in English and concentrate in other subjects more, or if it's worth it to put in a bit more effort and get higher in English?
As always, thanks!
Alwin
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Stickied this, at least until the exam - some really valuable stuff. Keep it up.
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Hi Alwin,
If you scored 8s and 9s, I would say you're in a pretty good position. However, the last push before the exam period can take you into the 9s and 10s and will thus be invaluable to taking your score comfortably above 40 (or even above 45, depending on other factors). I definitely think it is worth putting some more effort into English, by getting as much feedback as possible for your writing and really polishing it to give it the panache it needs to stand out.
However, it all comes down to the context of your personal goals. Do you really want to score above 45? Is it something that will help you get into the course you want?
We will be running a practice exam for our students at the start of next term, and other students are welcome to join in. Feedback is almost immediate. However, I will most likely only accept a very limited number of outside students. Let me know if you're interested.
Whatever the case, all the best for your VCE studies.
Yang
Hi charmanderp,
Cheers mate.
How's Arts treating you? I wished I was in Arts/Law instead of Commerce/Law haha
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Hi Yang,
How should I write a conclusion for a language analysis? I've had teachers tell me to summarise the main strategies used in the piece or just give a general overview of the issue. One teacher even said a conclusion wasn't necessary.
Thanks
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What's a good ratio for explanation/evidence in a context piece? I heard 70/30 but normally I tend to to 40/60 or 50/50...
Can I be penalised for this ?
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Hi Bad Student (I'm sure you're not so bad),
Conclusions are often ignored by many students and teachers, but that also makes it a great place to stand out in the exam. The main point of the conclusion is to summarise the writer's main contention (in half a sentence) and main techniques. That, to me, is very boring. You may consider also:
1) Assessing how effective the writer is towards different readers
2) Consider the writer's approach and commenting on whether they are generally rational or emotive
3) Comment on how 2 relates to 1
Remember that a conclusion doesn't have to be long to be effective; and never to slam the writer for being a "bad writer".
Hi Lala1911,
I also like the 70/30 ratio for discussion/evidence. I also intertwine discussion of the context into my presentation of the evidence.
However, examiners do seem to be getting more lenient in this respect. Students who write 50/50 have also been getting high marks. Of course, they have also excelled in other areas of their writing and most likely have presented ideas relating to the context quite aptly within their presentation of the evidence.
It's hard for me to say whether the 50/50 ratio works for you unless I see your writing.
All the best to you both,
Yang
P.S. I will be running a practice exam with immediate feedback on the 11th of October at Hawthorn Secondary College from 5pm to 8pm. The first 5 applicants will receive a free copy of our writing guide. Our context essay guide will also be available for purchase for $15 each. The exam and feedback itself will cost $45. Feedback is emailed to you over the weekend and essays can be collected the Friday after. You can email me [email protected] :)
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Hi Yang,
In text response is it wise to include an essay that is 5 paragraphs long?My essays usually cover numerous examples and ideas in one paragraph.Is it wise to deviate from the standard three paragraph rule?What is your opinion on verbosity in essays.My teacher says that my essays are often verbose and that my verbosity may be detrementel. Is verbosity something to avoid?
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Hey scandin9,
I can't give you any specific advice on your questions without reading your writing; so take what I say with a grain of salt.
Usually, the more concise your language, the more points you are able to make per hour in any essay; therefore, the more marks you get in an exam. That is not to say however, that some embellishment will not be rewarded in the exam.
I normally advocate a 1200 word long, 3 body paragraph essay. I am also a proponent of the multiple idea paragraph. However, I also understand that, if done incorrectly, such a paragraph can come out as disjointed and verbose.
The best thing to do is to get someone to read your writing and give you some real feedback on how to solve your verbosity, if it does indeed exist. Often, it comes down to control of language.
To give you an idea of how it can work out in the exam, I wrote an average of 2.75 pages for each English essay in VCE and scored 50. A friend wrote an average of 4 pages each and scored 42. They were both respectable scores, but it also illustrates the importance of having control over your language and expression.
All the best,
Yang
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Hey scandin9,
I can't give you any specific advice on your questions without reading your writing; so take what I say with a grain of salt.
Usually, the more concise your language, the more points you are able to make per hour in any essay; therefore, the more marks you get in an exam. That is not to say however, that some embellishment will not be rewarded in the exam.
I normally advocate a 1200 word long, 3 body paragraph essay. I am also a proponent of the multiple idea paragraph. However, I also understand that, if done incorrectly, such a paragraph can come out as disjointed and verbose.
The best thing to do is to get someone to read your writing and give you some real feedback on how to solve your verbosity, if it does indeed exist. Often, it comes down to control of language.
To give you an idea of how it can work out in the exam, I wrote an average of 2.75 pages for each English essay in VCE and scored 50. A friend wrote an average of 4 pages each and scored 42. They were both respectable scores, but it also illustrates the importance of having control over your language and expression.
All the best,
Yang
is that 2.75 of the english booklet pages because how many words are they different from normal writing paper?
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Hey fishandchips,
Yes it's the exam script; I'd say it boils down to about 1200 to 1500 words. It depends on the size of your writing.
All the best,
Yang
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is that 2.75 of the english booklet pages because how many words are they different from normal writing paper?
Sorry to interrupt here Yang, but fishandchips have a look at this (worth writing a practice on this if you're really keen) http://www.vcaa.vic.edu.au/Documents/exams/english/Englishanswerbook-samp.pdf
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Sorry to interrupt here Yang, but fishandchips have a look at this (worth writing a practice on this if you're really keen) http://www.vcaa.vic.edu.au/Documents/exams/english/Englishanswerbook-samp.pdf
I have done this but just wanted to see someone elses opinion
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Haha - the script books looks a lot better than it did in my day.
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Hello Yang Li
I have a question about the context section.
I plan to write an expository, and have been practising it, however my teacher says that my essays are too "formulaic". She says I won't be able to score a 9 or a 10 because I follow the intro-body1-body2-body3-conclusion (my body paragraphs follow the TEEL structure, which is topic sentence --> explanation --> evidence --> link). So my question is: do hybrid essays generally score better? I wrote one expository-creative hybrid essay which was given an 8/10, while the majority of my expository essays score a 7.
Thank you.
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Hello Yang Li
I have a question about the context section.
I plan to write an expository, and have been practising it, however my teacher says that my essays are too "formulaic". She says I won't be able to score a 9 or a 10 because I follow the intro-body1-body2-body3-conclusion (my body paragraphs follow the TEEL structure, which is topic sentence --> explanation --> evidence --> link). So my question is: do hybrid essays generally score better? I wrote one expository-creative hybrid essay which was given an 8/10, while the majority of my expository essays score a 7.
Thank you.
If I can interject; I wrote a couple of expository essays during the year which netted me 10s. During the exam I wrote a hybrid expository-creative essay and scored a 6.5 which was the first time I dropped marks all year!
My purpose here isn't to brag but to enforce the point that expository essays don't have to lack creativity. You can write an expository essay in a creative way by changing the authorial voice that you use, or altering your paragraph structure, etc. Remember that with context you are the one that makes the rules! Expository essays don't have to be written homogeneously - there are a host of creative liberties you can take to avoid a formulaic response. In the exam I wrote what I thought was an inspired creative piece which was obviously not tolerated by the examiner, most likely because my contention was skewered by my effort to not write an all-expository essay.
Moral is, play around with how you're writing your expository essays. Mix up the different pieces and juggle around with conventions of form and you'll find that you can maintain the integrity of your ideas without being formulaic.
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Hi NMS,
I agree with Charmanderp on that. Perhaps you can find some balance between the absolute and uncompromising TEEL form, and the flexible but volatile hybrid/creative form.
All of my students are encouraged to write the expository, but write it well. You can see examples of that being done on my online video (see previous posts for link).
It is generally accepted that expository essays score higher on average; and the best score highest; while the marks given for creative/hybrids are more subjective and inconsistent.
All the best,
Yang
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I love TEEL! Because I was a rebellious idiot last year I totally rejected it in my romantic attempt to escape the constraints of typical English teachers but once you get into uni you realise just how fantastic it is in presenting structured and cohesive arguments.
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Hey Yang,
Just wanted to hear you thoughts on pre-prepared pieces for the English exam, specifically for the context section.
Thanks :)
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Hey a.b,
I used to be opposed to the pre-prepared essay. It comes with many issues, such as getting the wrong prompt etc. However, my mind has changed somewhat on the matter, especially for context essays.
It is a good exercise to prepare multiple essays for each of the main prompts you will face in the exam. For the context essay, as is written in my guide, each context has four main prompts whereby any exam prompt will be some variation of the same theme.
In essence, it is not the rote learning that should be taking your time, but the preparation of ideas and the logical flow of your contentions. If you "memorise" such things, you'll never get stuck in the exam.
All the best,
Yang
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Hi Yang Li,
I have a question about Section A,
Do you think it is better to study both texts or study one text more extensively? With that in mind, would doing the latter limit you in the exam?
Thanks :)
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Hi,
"each context has four main prompts whereby any exam prompt will be some variation of the same theme."
What are these four main prompts?
Thanks
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Hi,
"each context has four main prompts whereby any exam prompt will be some variation of the same theme."
What are these four main prompts?
Thanks
Where is that mentioned?
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Where is that mentioned?
It's in Yang's post 2 up from yours,
It is a good exercise to prepare multiple essays for each of the main prompts you will face in the exam. For the context essay, as is written in my guide, each context has four main prompts whereby any exam prompt will be some variation of the same theme.
@dpagan I get the idea that you might have to buy his writing guide to find out (I don't mean to claim Yang is being secretive or marketing his products, I don't think I he will disclose everything in his book on AN otherwise why would people buy it. ofc he might post anyways in which case I take that all back). But as part of my revision I took the time to looks at a number of prompts and group them into categories.
My context is Whose Reality, so I grouped prompts into Memory, Conflicting multiple realities, Distinction between reality and fantasy etc etc
Again, Yang probably has it all covered (for all four contexts) in his writing guide :))
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Hi liam,
I would recommend students study for both texts. That way, you can be sure of getting a prompt that you can show your skills in. However, I do understand that most students are not that passionate about reading and analysing all their texts. in that case, it is better to know one text really well, rather than have a flimsical knowledge of two.
Hi dpagan & Damoz,
The four main prompts are very quickly covered in my video on Youtube. They are explained in more detail on my guide, which I give to my students.
Copies will be available to be bought on the 11th this month at Hawthorn Secondary College at 5pm during the practice exam I'm running for my students (and a few others).
All the best,
Yang
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Hi Yang,
I have a question concerning the text response. Unless you've posted it somewhere, do you have any guidance on what should go in the introduction and especially the conclusion of a text response essay? Also, is the 'TEEL' formula in the body good enough for an essay to make it into the upper tier?
Thank you
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Hi AD,
I have a general formula for my students on my guide for every paragraph of the context essay.
That said, you are looking for the following in an intro:
- Clear answer to the prompt
- Explanation of the context
- Defining key words (this is a skill; as a direct definition is boring)
The conclusion is NOT a reiteration of the intro. You can include a variety of things, usually exposing the most interesting point that underlies your answer to the prompt. This really needs to be taught; or many examples given. See my video or get your hands on my guide :)
I would describe TEEL as a basic skill. As you get better, you may find TEEL too restricting; and play with the formula somewhat. This is especially true if you want to write a great context essay; as you need much more exposition then in a text response.
All the best,
Yang
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Hi Yang,
Thanks for the response, I appreciate it.
However, I apologise if I wasn't clear enough, but I was actually referring to the text response - reading and responding essay (not context).
Thank you
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Hi AD,
Apologies, I think I had too many contexts questions and I assumed.
For the text response, the intro is mainly for:
1. Answering the prompt
2. Explaining your answer briefly
3. Signposting your contentions
The conclusion is much the same as my previous post; and TEEL can be followed more closely than in a context essay. Many students are not able to write quality topic sentences though; and often either restrict themselves or come across as vague. Similarly, it is a skill to mould the explanation and evidence in one; often in the same sentence. Doing so allows you to be concise; but also calls for more skills in formation of syntax and use of vocabulary. Students also often mistake the linking sentence for the topic sentence of the following paragraph. The link doesn't have to be that strong. The important thing is that one flows to another naturally. It is a matter of syntax more than content.
All the best,
Yang
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Hey Yang,
I have heard from some sources that an introduction from Language Analysis is not necessary. One simply needs to state the writer, Title, tone and contention before diving straight into analysis (in the very same paragraph). I am not sure how true this is as the concept is so different from what I have learnt from my teachers.
Do you know if it is true? Because if so, it would obviously be so much more time efficient! THanks.
Regards,
Iain
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Hey Yang,
I have heard from some sources that an introduction from Language Analysis is not necessary. One simply needs to state the writer, Title, tone and contention before diving straight into analysis (in the very same paragraph). I am not sure how true this is as the concept is so different from what I have learnt from my teachers.
Do you know if it is true? Because if so, it would obviously be so much more time efficient! THanks.
Regards,
Iain
Hi Iain,
obviously I'm not Yang, but at most schools (including my own) encourage including the issue at hand - background information in essence. eg for the VATE 2013 exam I began my analysis with something like:
Given Melbourne's rapid recovery from the Global Financial Crisis, many of Melbourne's citizens have turned their attentions to their vision of Melbourne in the future (background info). A recent opinion piece (form) entitled ______ (title) published in ______ (whatever it was, I forgot already lol) encouraged Melbournians to aspire for a "New York"-like skyline (contention). Mr Urban (author, cliché name ikr) affirms in a ____ tone that ____ etc etc establishing all the other points
It might be a stylistic thing, but I don't think so. It sounds "nicer" if I put it at the start, but Yang will have much more input (and experience) in this area :))
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Hey Yang, in text responses and context writing, is a conclusion just a summary of your ideas presented in a manner that makes it seemed to be resolved?
I thought it was time to impress the examiner the most because right after they read your conclusion they will give your piece a mark but apparently I was wrong.
What do/did you do in your conclusions?
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Hey Alwin,
Yes that is what my school teaches too. Thats why I was asking yang if the aforementioned style (no intoduction) was legit.
Regards,
PB
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Hi PB,
I agree with Alwin on that one. The leniency in the marking of "no intro" essays comes from the fact that many English examiners also mark EAL papers; and EAL students do not need to write an introduction.
It looks like you are quite familiar with the main elements needed in an introduction. Although it seems to make the introduction superfluous, it is important to leave a good impression at the very beginning of your essay. The LA essay is such an unimaginative essay to begin with, that it seems irrational not to take advantage of the intro and conclusion to make your essay stand out.
Hi BasicAcid,
The conclusion in the context essay is definitely used to impress the examiner. That doesn't mean the introduction of new ideas though - watch out for that. Many students are content with reiterating the introduction in a "conclusive" tone. That is not enough to score well.
I always encourage my students to articulate the most interesting underlying point in your answer to the prompt, amongst other techniques. Personally, my favourite method of concluding a context essay is to quote a famous thinker, although this technique requires more general knowledge.
All the best to you both,
Yang
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Hi, thanks for this !
Just wondering what your thoughts are on creating one broad context essay and using it to apply it to a variety of prompts. I was advised by a lecturer to do so, but I'm worried that I'll get a prompt that won't allow me to use the essay at all.
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Hi, thanks for this !
Just wondering what your thoughts are on creating one broad context essay and using it to apply it to a variety of prompts. I was advised by a lecturer to do so, but I'm worried that I'll get a prompt that won't allow me to use the essay at all.
Hey a.b,
I used to be opposed to the pre-prepared essay. It comes with many issues, such as getting the wrong prompt etc. However, my mind has changed somewhat on the matter, especially for context essays.
It is a good exercise to prepare multiple essays for each of the main prompts you will face in the exam. For the context essay, as is written in my guide, each context has four main prompts whereby any exam prompt will be some variation of the same theme.
In essence, it is not the rote learning that should be taking your time, but the preparation of ideas and the logical flow of your contentions. If you "memorise" such things, you'll never get stuck in the exam.
All the best,
Yang
There's also this: Question on pre-written essays :)
Happy reading, so you have something to do while you wait for Yang to reply :)
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Hi Tom,
One broad context essay will probably not be enough. Obviously, that depends on how well prepared the essay is. I would encourage everyone, especially if you're not studying conflicts or I&B, to prepare at least four essays.
It is a great idea to keep practising paragraphs and "memorising" the ideas and logical flow of those paragraphs. That way, you can "mix and match" when you get into the exam and answer the prompt directly and comprehensively.
All the best,
Yang
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Hi Yang
I am keen on doing expository for my context piece on conflict. Just how many real life examples should be included? Do you suggest staying away from the main ones of Martin Luther King, hitler, etc?
Also, when drawing on texts; what is the best way to do so?
If I speak about the two texts I studied on the one essay, will this limit me?
Thank you
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Hi maree,
There really is no limit to the number of real life examples you can give, as long as it; along with the evidence present in your texts; is in proportion to the amount of discussion regarding the context. In your case, you will be exploring themes related to conflict.
It is my honest opinion that a ratio of about 60/40 with the majority being discussions relating to the context, and the minority being evidence from texts, history etc. is often the optimum. It is also important to relate your evidence directly with the idea you are discussing, thereby distinguishing it from a text response.
E.g.
"...Holden Caulfield is a character filled with anguish and angst..." - should not be in your context essay
"...Holden Caulfield from Catcher in the Rye perfectly illustrates an individual facing such an identity crisis..." - should be in your context essay (this is for Identity and Belonging)
All the best,
Yang
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Hey guys,
Exams are on the horizon for all of us. I'll be going dark in a week or so to study for mine.
If you have any last-minute questions, feel free to ask now :D
Good luck for exams!
Yang
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Hi BasicAcid,
Cheers mate. I appreciate it :)
All the best for your exams,
Yang
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Hey Yang,
Was wondering whether you recommend labelling persuasive techniques in Language Analysis, long as we don't solely rely on them in our analysis and still include close analysis of language used. Or is it perhaps better to always quote the article instead of labelling any techniques? Correct me if I'm wrong, but isn't the use of metalanguage part of the criteria for Section C?
Thanks!
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sin,
In case yang doesn't reply, I will just tell you what I have been told. Your priority is to make sure you have adequate, close analysis of the language. When the examiner's report tells you not to simply list off techniques they are not saying you shouldn't list them at all, but rather that they shouldn't substitute your analysis.
So the best thing you want to do is include both 1. Analysis 2. Try to incorporate the techniques (to show an understanding of metalanguage as you said).
1. is indispensible 2. can be discarded without much effect.
Regards,
PB
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Hi sin001,
PB is spot on. Students will definitely be awarded for using metalanguage. However, if it comes at the expense of true analysis, students will be punished instead.
For example, it is not enough to say "...the writer uses rhetorical questions..."; you must say "...the writer uses the rhetorical question to position readers to..." etc.
All the best,
Yang
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Ahh okay, that's what I thought; nice to finally confirm this. Thanks PB and Yang :)
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Hey Yang,
what are your views on doing two in-depth paragraphs for text response instead of the traditional three?
Would you lose marks or be at a disadvantage?
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hey yang how would u state the persuasive technique the writer uses with subtlety
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Hi akeegar & NOnga,
I would avoid the 2 body paragraph structure. Although there are no specific criteria stating its invalidity, examiners are still likely to mark you down for it.
In LA, you don't really need to be "subtle" about how you state the writer's technique or intent. The important thing is variety. For example, you can use some of the following:
"By using _____ words such as _____, ______ and ______, the writer positions readers to feel a sense of _______."
"Intending to create _______ in the reader, the writer uses _______ to __________________."
"The writer's _____________ induces readers to _________."
There are many more. The important thing is to vary your sentence structure, whilst staying true to analysing use of language and the effect on the reader/audience.
All the best,
Yang
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Thanks Yang!
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Hi akeegar & NOnga,
I would avoid the 2 body paragraph structure. Although there are no specific criteria stating its invalidity, examiners are still likely to mark you down for it.
In LA, you don't really need to be "subtle" about how you state the writer's technique or intent. The important thing is variety. For example, you can use some of the following:
"By using _____ words such as _____, ______ and ______, the writer positions readers to feel a sense of _______."
"Intending to create _______ in the reader, the writer uses _______ to __________________."
"The writer's _____________ induces readers to _________."
There are many more. The important thing is to vary your sentence structure, whilst staying true to analysing use of language and the effect on the reader/audience.
All the best,
Yang
thanks yang
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My context is Identity and Belonging.
I've created a few pre-prepared paragraphs for the exam which can be adjusted depending on the prompt.
I'm just curious, would you say its good to have a final paragraph on society? I've always written on society pressures.. in both of my SACs and in my practice exam and it's always that paragraph where I get ticks ticks ticks ticks. I kind of feel as if I have a vested interest in it too.. as I've actually bothered to do some research into it to get some evidence/ideas.
I really want to use this paragraph: "However, society pressures individuals to change their identity".. then explain, although what are the chances the prompt won't relate to it? As far as I know, prompts will never really relate to society.. its basically one of those paragraphs that 'challenge the prompt'
cheers
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Hi Lala,
I wouldn't worry at all about that paragraph. Society is in fact, often the most macro version of the "group" and therefore, almost always going to be right on topic in I&B.
All the best!
Yang
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Freaking out about the english exam. Weakest subject but has to count in my top 4! I can write good pieces, but not consistently! Sometimes ill write a good context piece, then if i try again it is pathetic! Half the time I cant even finish a L.A piece...any help?
A's on all sacs...if i get a c on the exam (with an average cohort) what SS am i looking at?
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Hey maree271,
Don't panic. PM me your email and I'll see what I can help you with.
LA is time consuming by nature (I'd give it 70mins and the other essays 55mins).
If you're getting A's in SACs, it's mostly a matter of getting your writing done in time and in a consistent manner. We should be able to accomplish that in a short period of time.
All the best,
Yang
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hey Yang!
Just wondering for context can we include both our texts? And what is the minimum amount of the text we need to include? Right now mine's like probably 30% text :-\
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Hey chemdeath,
30%-40% of each body paragraph should be used for evidence (can be your text, history, experience or current affairs). Using more than one text is a great way to show your knowledge. Make sure though, that the content is relevant to the context; and not just a text response like passage.
All the best,
Yang
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Hey Yang,
How would i go about pre paring an essay for Section B? I mean what prompt/prompts would i have to base my essay around on for it to be flexible enough to suit prompts given in the exam? Also, do you recommend using quotations in Context pieces, quotations from famous figures in my intro or conclusion?
Thanks in advance :D
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Hey singh,
I definitely like to use quotations. Make sure you use them scarcely and relate them to the context properly.
There are a few main topics that the exams usually revolve around for each context. See my video on Youtube (search "VCE Context Essay" and click the one by Yang) to see them. By memory, they are about three quarters of the way in. Alternatively, get your hands on my notes, where they are explained in more detail.
All the best,
Yang
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Hey chemdeath,
30%-40% of each body paragraph should be used for evidence (can be your text, history, experience or current affairs). Using more than one text is a great way to show your knowledge. Make sure though, that the content is relevant to the context; and not just a text response like passage.
All the best,
Yang
Hi Yang,
I know this is a bit far fetched, but I'm a Revs student here, so there's a bit of a correlation between history and English itself since we have to write a 30 min essay. Reading this post, does that mean I should be using about least 30-40% of historical evidence/facts aside from my explanation as well?
Sorry if I went off course, just curious.
Cheers,
Cort.
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Yang, how would we ensure that we have sufficiently explored thr 'compexities' of the prompt; any rule of thumb like always disagreeing with the prompt?
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Hey chemdeath,
30%-40% of each body paragraph should be used for evidence (can be your text, history, experience or current affairs). Using more than one text is a great way to show your knowledge. Make sure though, that the content is relevant to the context; and not just a text response like passage.
All the best,
Yang
Thanks, does that mean I can draw from both 'Life of Galileo' and 'Paradise Road'? :)
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Hi Cort & sin,
I wasn't a Revs student in my time despite my interest in history. Although the 30%-40% is a good ratio for any expository essay, I would check with your teacher to see whether the VCE syllabus, or examiners, have a preference.
(sin:) I imagine you are asking about the context expository in particular. There are many ways to achieve complexity, not all of which I can list and explain easily. Try some of these:
- Explore the opposite side to the main belief.
- Explore alternative versions of the same side.
- When you make an assertion, ask yourself why or how; then write down your answer.
- Try and articulate the relationship between the ideas that you form, in order to generate new ones.
All the best,
Yang
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Hi chemdeath,
Yes. Make sure you include at least one prescribed text.
All the best,
Yang
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Hey Yang,
Just another quick question! If in Section C, we are given two articles do we analyse them separately or compare the two? How would we go about structuring a comparative analysis? Would we do on bp1 on article 1 then one bp on article 2 and spend 1-2 bp comparing them ?
thanks again
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Hi singh,
Expect one passage with one or two attached visuals. There have been no comparisons in any exam paper from 2008 (when the new syllabus was introduced) to 2012.
All the best,
Yang
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Hey Yang,
I swear this is the last question! With analysing the visual material, do you recommend including it in your intro, and also is it better to do a separate Bp on the visual material or include it in a same Bp with your analysis of the text ?
thanks :)
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Freaking out about the english exam. Weakest subject but has to count in my top 4! I can write good pieces, but not consistently! Sometimes ill write a good context piece, then if i try again it is pathetic! Half the time I cant even finish a L.A piece...any help?
A's on all sacs...if i get a c on the exam (with an average cohort) what SS am i looking at?
Just to let you know a C on the exam is about 45% mate, so don't think like that!
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Hi Yang,
Thoughts on the amount of study (if any at all) that should be done night before the exam?
Should it be spent on reading over past essays and notes
Or vigorous, full blown essay writing under conditions?
Thanks in advance. :)
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Hi Yang,
Thoughts on the amount of study (if any at all) that should be done night before the exam?
Should it be spent on reading over past essays and notes
Or vigorous, full blown essay writing under conditions?
Thanks in advance. :)
Personally I would get a good night's sleep and only do light study so I don't stress myself out too much. Yang might have an alternate view, but that's just my suggestion :)
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I didn't do as much as I hoped this weekend for english, although I did do some stuff. I was going to just spend tomorrow doing a lot of plans and memorising quotes, and then tuesday just reading over my essays, plans and notes. Does that sound ok?
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I didn't do as much as I hoped this weekend for english, although I did do some stuff. I was going to just spend tomorrow doing a lot of plans and memorising quotes, and then tuesday just reading over my essays, plans and notes. Does that sound ok?
That sounds ideal.
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Hey guys,
I hope you find this reply today.
On the visual in LA:
- Use a whole BP or half a BP to address the image.
- Often, analysis of the visual is where students can shine and stand out from the rest of the cohort.
- Download my guide for LA and check out my suggestions for how to tackle the visual.
On last minute study:
- Don't burn yourself out. The last night should be used to get yourself in the right zone for the exam. Rest well and keep a clear mind.
- If you do study, write up some plans for a few topics, rather than bang out whole essays.
- Check out my Youtube vid and run through the check-list of possible prompts for section B. Know the main character of your text well.
- The last few hours can be used to memorise some quotes for section B. Store these in your short term memory; use and forget.
All the best for tomorrow!
Yang
P.S. Msg me and let me know how you did; and whether you found my advice helpful :)
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For context I am writing an expository essay. Is it frowned upon or a disadvantage for me if I include examples from both of my texts in the essay (L.O.G and Paradise Road)???/
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Hi maree,
Go for both! Done well, it really shows off your range of knowledge.
All the best,
Yang
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Hey yang,
I am in need of help understanding what exactly is a text response and what am i actually doing using quotes (bit dumb of a question i know) but yesterday i did a practice exam at school like the real thing, i felt as if i did really well and smashed sections B and C, but when i got to the text response for Y.O.W i kind of blanked and i found myself summarizing by accident :( any help is much appreciated.
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Hey guys,
I realised that I didn't cover visuals in the notes I put up at the beginning of the thread. I've attached to this post a slide that covers the important elements. My class has been through these slides.
All the best!
Yang
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Hi Tyrone,
Try the following:
1) Identify whether the prompt is a character question or theme question.
2) Brainstorm by thinking of themes related to the character (for character prompts) and characters who depict the theme/idea (for theme prompts)
3) Plan your essay by writing down the main contention for all 3 to 5 body paragraphs.
4) When writing, try and incorporate the quotes (evidence) within the same sentence as the your point (explanation).
All the best mate,
Yang
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Hi,
re: Language analysis, if it's a speech with slides, do we treat it like an article with images or as though it's an actual speech we're listening to? e.g. Is it ok to incorporate a slide later in the piece when talking about argument that is somewhere in the beginning of the speech? I wasn't sure because speeches are obviously in chronological order.. I kind of got a little confused..
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Hi vashappenin,
For speeches with slides, take note of when the slides occur, and incorporate them accordingly in your body paragraphs. For extra marks, analyse how they are intended to influence the audience as a particular point is being addressed to them orally.
All the best,
Yang
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If I'm doing a persuasive/expository hybrid for context, am I able to argue against the prompt, if I don't agree with its conditions?
If Yang doesn't mind me answering your question, yes you are allowed to disagree with the prompt, but just make sure your ideas presented are very clear. :)
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Hi hello!!
For a context expository piece, would it be okay to draw on the studied text only once and have two points from current/historical events ?
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Hey guys,
Damoz is on the money there. The opposite side is essential if you want to write a nuanced essay and score highly.
For the context essay, just make sure you draw on the studied text at least once.
All the best,
Yang
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Hey guys,
Damoz is on the money there. The opposite side is essential if you want to write a nuanced essay and score highly.
For the context essay, just make sure you draw on the studied text at least once.
All the best,
Yang
Sorry to oppose, but I wouldn't say it's *essential*. None of my English essays at high school level or even now at university level ever really 'go into the opposite side' in the sense that most students think you need to, and it's never been something I've been criticised for.
Having a nuanced discussion and one that's detailed and complex is different to one that covers 'both sides', and I think the idea that there are two distinct sides to any essay question is a bit too simple and misleading. So long as your response to the essay question is well argued, you don't have to cover the opposite side just for the sake of it to score highly.
I'm not saying it's necessarily a bad thing to do, but definitely don't contrive to include the opposite side in your essay and undermine your argument and the cogency/structure of your essay as a result. All in the expression. Valuable when done correctly, but not by any means necessary!
With regard to context, I've heard that examiners tend to expect that at least 50% of your ideas are relevant to the primary text. This doesn't mean you need to directly reference it, but it should be clear that it has been factored into your thinking.
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Whatever floats your boat :)
Good luck exam takers! Get an early night.
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Hey guys,
I hope the exam ran smoothly for everyone. I do hope this thread was a useful resource for you.
There is some great advice on this thread (not just mine). Thanks to all the motivated students who asked questions and the contributors who answered/discussed them.
For students who want English tutoring for 2014, please send me a paragraph of your writing, along with your name and school, to [email protected]. I do give all my students a copy of my notes, although I do not suggest relying on them as the only source of substance.
All the best,
Yang
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Hey guys,
I hope the exam ran smoothly for everyone. I do hope this thread was a useful resource for you.
There is some great advice on this thread (not just mine). Thanks to all the motivated students who asked questions and the contributors who answered/discussed them.
For students who want English tutoring for 2014, please send me a paragraph of your writing, along with your name and school, to [email protected]. I do give all my students a copy of my notes, although I do not suggest relying on them as the only source of substance.
All the best,
Yang
Hi, I'm going into Year 11 next year and i'm just wondering, what are some tips/advice for improving in English? I'd really appreciate it.
Thanks in advance! :)
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Hey bro,
I reckon you want to be doing a lot of reading. And with this generic advice that has undoubtedly been used like a million times, may I emphasize that you need to be ACTIVELY reading. No point reading heaps of books and hoping that the writers' skills will somehow rub off on you. When reading novels, NEWSPAPERS (important for the persuasive language aspect), magazines or whatever floats your boat, you want to conscious of good phrases, words, language use, writing styles etc. that you can add to your writing arsenal. Come year 12, you should be a kickass writer with a wide variety of literary awesomeness at your disposal to leave your teachers in awe.
Note: this is what I found was super efficient and really helped me when I desperately needed to increase my writing tenacity during year 12. You don't have to follow it, but I do wish someone told me this at your stage - rather than the meaningless tip "read more".
Your journey to a 50 in English starts NOW. Happy reading :)
Regards,
PB
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Hey MM1,
Sorry mate, wasn't paying attention to the forum recently. PB made a great point. Make a habit of absorbing good ideas, phrases and words as you read. Use those building blocks to help your own writing.
I would also add that it is a great idea to practise writing in small chunks. Write paragraphs every day and get feedback on them.
Obviously, without knowing you or your work any advise I can give is quite generic.
All the best!
Yang
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Hey Yang LI ,
What would your advice be for a y9 going into year 10 be for achieving a high score in english .
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Hey bro,
I reckon you want to be doing a lot of reading. And with this generic advice that has undoubtedly been used like a million times, may I emphasize that you need to be ACTIVELY reading. No point reading heaps of books and hoping that the writers' skills will somehow rub off on you. When reading novels, NEWSPAPERS (important for the persuasive language aspect), magazines or whatever floats your boat, you want to conscious of good phrases, words, language use, writing styles etc. that you can add to your writing arsenal. Come year 12, you should be a kickass writer with a wide variety of literary awesomeness at your disposal to leave your teachers in awe.
Note: this is what I found was super efficient and really helped me when I desperately needed to increase my writing tenacity during year 12. You don't have to follow it, but I do wish someone told me this at your stage - rather than the meaningless tip "read more".
Your journey to a 50 in English starts NOW. Happy reading :)
Regards,
PB
Awesome tip; Thanks PB!
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Hey MM1,
Sorry mate, wasn't paying attention to the forum recently. PB made a great point. Make a habit of absorbing good ideas, phrases and words as you read. Use those building blocks to help your own writing.
I would also add that it is a great idea to practise writing in small chunks. Write paragraphs every day and get feedback on them.
Obviously, without knowing you or your work any advise I can give is quite generic.
All the best!
Yang
Cheers for the advice!
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Hi Immortaldoctor,
It comes down to a few things that are easy to list and harder to actually adhere to:
1) Read, read and read some more. Use what you read to enrich your own writing and add to your arsenal of expressions and vocabulary.
2) Be critical of your own writing. If you have gotten feedback that "x" doesn't work; omit that certain element from your writing every time you proofread.
3) Get used to planning. If you become adept at planning on paper, you may be able to do it in your head in year 12, saving you up to half an hour in the exam.
4) Keep up with current affairs (read the paper or a news mag) and have discussions / write down your observations.
5) Get used to writing within a time limit. Compare that work with your other work to see if you perform well under pressure.
All the best!
Yang
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Thank for the reply Yang Li ,
Really good advice .
I really appreciate it thanks
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Awesome tip; Thanks PB!
You are welcome :)
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Hey guys,
Many people are PMing me questions.
If you have questions regarding English or EAL, please post it in my thread here so everyone can benefit from it. After all, many people have the same concerns when it comes to VCE.
Bring it in.
All the best,
Yang
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Can I ask the differences between normal VCE English exam paper and EAL exam paper?
I am doing EAL, do I have to write 3 essays in English exams? Thanks in advance
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Hi KrystalClear,
There is no physical difference between the EAL and English papers.
The difference lies in two main aspects:
1) The exams are marked to a different standard. That means examiners will take into concern that fact that EAL students do not use English as their first language. Also, there are some differences in exam criteria, especially in the Language Analysis, where EAL students do not have to write an intro or conclusion.
2) Your cohort is different. You will only be marked against the rest of the people who do the same exam. That means EAL students often face easier competition. However, it is hard to score over 45 if you are not fluent in the English language, as a percentage of EAL students, despite studying EAL, are.
All the best!
Yang
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Hi Lauren,
Thanks for the input, but I think that question is from last year and the student has already completed their VCE.
All the best in uni!
Yang
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Hi KrystalClear,
There is no physical difference between the EAL and English papers.
The difference lies in two main aspects:
1) The exams are marked to a different standard. That means examiners will take into concern that fact that EAL students do not use English as their first language. Also, there are some differences in exam criteria, especially in the Language Analysis, where EAL students do not have to write an intro or conclusion.
2) Your cohort is different. You will only be marked against the rest of the people who do the same exam. That means EAL students often face easier competition. However, it is hard to score over 45 if you are not fluent in the English language, as a percentage of EAL students, despite studying EAL, are.
All the best!
Yang
Hi, Yang
The competition is easier, that sounds good. Thanks for your help.
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Dear KrystalClear (Forgive me for jumping in here Yang Li),
There are 2 main differences in the EAL paper:
1. Section c (analysis of persuasive language) requires a note form response to the material as well as a piece of analytical prose.
2. The analysis asks for an explanation of "how language and visual features have been used" referring to "three of the main points". Although an intro or conclusion is not mandatory, I always ask my (previously ESL)/ EAL students to provide both and the students have scored exceptionally well. Additionally, the text for analysis is just slightly simpler than the mainstream.
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Hi teacher28,
Thank you for clarifying. I also encourage all EAl students to write an intro and conclusion for section C, especially because it is the easiest essay of the three to introduce.
:)
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Dear KrystalClear (Forgive me for jumping in here Yang Li),
There are 2 main differences in the EAL paper:
1. Section c (analysis of persuasive language) requires a note form response to the material as well as a piece of analytical prose.
2. The analysis asks for an explanation of "how language and visual features have been used" referring to "three of the main points". Although an intro or conclusion is not mandatory, I always ask my (previously ESL)/ EAL students to provide both and the students have scored exceptionally well. Additionally, the text for analysis is just slightly simpler than the mainstream.
Thanks teacher 28, I fully understand it now. :)
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Hey hollyoconnor,
Why don't you get started and post any specific questions you have on this thread?
I will be quite busy in the next week or so, but I'm sure I will get around to checking this thread once in a while. And if I do not, I'm sure someone credible will have good advice to post.
All the best,
Yang
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Hi Yang! I was wondering if you are willing to proofread and help me out with my oral? Is it alright if I pm you it?
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Hi Yang! I was wondering if you are willing to proofread and help me out with my oral? Is it alright if I pm you it?
In the post above Yang has said he'll be busy in the coming days, so I'd recommend you post your oral here if you'd like some more immediate feedback (and indeed, more different points of view): English Work Submission and Marking
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Good idea.
Thanks Charmanderp.
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Hey guys,
I'm back. Ask away!
Yang
P.S. Please try and post here instead of PMing.
Also, a reminder that the first post of this thread has my LA notes.
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Hi, Yang Li
I am collecting some info for my speech, and I using the Echo site as a guide. I also found that there are lots of info in it, I wanna know if I can use some of the ideas from the site?
Thanks in advance.
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Hi KrystalClear,
Are you referring to the Uni of Queensland initiative? I quite like some of the material they have provided. It is not directly relevant to VCE, but it certainly is quite helpful when looking for contemporary Australian issues to tackle in your oral.
I suggest definitely use the site for ideas, but write your own speech and make sure you give it a few goes in front of a mirror or some family and friends before tackling the SAC.
All the best!
Yang
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Hi Yang,
Currently I'm running around headless because the teacher is teaching (if she is at all) in a very weird fashion. I feel as though I am learning or taking anything out of our lessons. I have the resources, but I do not know what to do. I lack direction. Currently I am studying A Christmas Carol. So I wanted to ask:
a. When analysing the text, is it good to read the chapter first, THEN read the analyse of it? Or is it better tio read the chapter along with the analysis?
b. In terms of analysis, I often feel as though it is useless writing things (waste of time) that I'm picking up from the analysis book (insight). However, I feel as though I am not doing anything productive if I do not write. What should I do in this case?
c. Should I even be attempting essay questions at this point? That is, go slowly, break down the questions and find/create some good arguments? The reason why I have not begun I feel as though I do not know the text enough, even though I have read it twice. However, even if I do analyse the text - I feel as though I am not contributing to my understanding of HOW to write for the sac. Or, practicing to write for the sac at all.
d. How can I utilise my time effectively between things I want to do (eg, do some external ULP to build up momentum) against balancing things I have to do (eg. exercises etc)?
Thanks,
Cort.
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Hey Cort,
Personally, I think a lot of your questions just depend on the person so I'm not answering them --
I'm actually just curious if you could give me an Insight about your particular struggles with ACC? I'm developing content for the vTextbook (not sure if you've heard abut it, it's sort of AN's new project), I just want to get an idea of perhaps some ways to approach my videos.
May as well take this opportunity to say to anyone a bit unsure of A Christmas Carol, Cloudstreet, or In the Country of Men, if you could PM me with some quick detail on areas of focus you might think useful, I'd appreciate that a lot. Obviously, I've got my own ideas, but it's always best to hear from the people you're intending to teach!
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Hi Cort,
Firstly, the issues you face are very common among English students, so don't feel like you are alone in your struggles.
It is hard to gain a sense of direction in English because often, schools don't design their course in a very structured manner. To complicate things further, you have to learn how to tackle each essay type and figure out what is expected of you in the exam. This in turn is frustrated by the time-consuming nature of practising essay writing.
To resolve these issues I suggest you try the following:
1) Read your text (not necessarily context texts) at least three times. On your second reading, have a pencil in hand to note down any reoccurring themes and motifs, as well as any changes in characters and their relationships. On your third reading, ask yourself if you could have interpreted anything differently from the second reading and jot them down.
2) Practise writing paragraphs every day and have your teacher/tutor read them. Improvement comes from constant feedback. I break down all the paragraphs in all the essays for my students so that they have a good grasp of every single part of every single essay. Putting them together requires minimal effort.
3) Keep gathering good ideas, vocabulary and sentence structures. Emulation is as key to success as practice. This is essentially the process of gathering ammunition for tackling the exam. Try new things and master them before you get to the exam. This process is especially important for context essays if you want to stand out.
I hope that helps in giving you some direction :)
All the best,
Yang
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Hi KrystalClear,
Are you referring to the Uni of Queensland initiative? I quite like some of the material they have provided. It is not directly relevant to VCE, but it certainly is quite helpful when looking for contemporary Australian issues to tackle in your oral.
I suggest definitely use the site for ideas, but write your own speech and make sure you give it a few goes in front of a mirror or some family and friends before tackling the SAC.
All the best!
Yang
Thanks, Yang Li
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Hi, Yang LI
I am confused about the difference between metaphors and similes. Can you please explain it for me? Thank in advance.
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How do you layer out your Intro, how do you start it? Any examples would be great :)
EDIT: sorry for that, i mean text response, if you could do context as well that would be great, thanks :)
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Hi KC,
This is a good source that explains the difference between metaphors and similes:
http://www.dailywritingtips.com/what-is-the-difference-between-metaphor-and-simile/
They are quite similar and can be used interchangeably at times. The difference is a matter of presentation.
Hi Einstein,
I give my students this formula when they are unsure of how to answer the prompt. It isn't the "right" answer; but is just a simple way of getting started.
1st sentence - answer prompt directly
2nd sentence - validate the answer by giving it some context/explanation
3rd sentence - acknowledge the counterargument
4th to 5th sentence - signpost the main arguments in your body paragraphs
E.g. The rescue of Sohrab was a cathartic event in Amir’s life, one that allows him to forgive himself and atone for his and his father’s actions. Amir is haunted by a constant feeling of guilt that he needed to find the courage to resolve. Although it is arguable whether Amir truly ever forgives himself, it cannot be denied that Sohrab cleanses a great proportion, or perhaps all, of Amir’s guilt. It is his courage, the support of those around him, and interestingly his guilt that compel him to change.
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Hi, Yang LI
I am confused about the difference between metaphors and similes. Can you please explain it for me? Thank in advance.
I've not the time to read Yang's link, but really, a simile will use "like", and a metaphor will make a more definitive statement.
Simile: He ran around like a bull in a china shop.
Metaphor: He was a bull in a china shop.
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Hi KC,
This is a good source that explains the difference between metaphors and similes:
http://www.dailywritingtips.com/what-is-the-difference-between-metaphor-and-simile/
They are quite similar and can be used interchangeably at times. The difference is a matter of presentation.
Thanks Yang Li, I fully understand the terms now
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I've not the time to read Yang's link, but really, a simile will use "like", and a metaphor will make a more definitive statement.
Simile: He ran around like a bull in a china shop.
Metaphor: He was a bull in a china shop.
Thanks for your help :)
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Hey guys,
Here is a set of notes my students took while we were discussing the contexts.
Feel free to download, read and add to it yourself.
All the best,
Yang
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Thought I'd do an exercise for fun.
Post what context you are studying. I will write a body paragraph as an example in my spare time on the context with the most votes.
I will also post how long it took me and what form it is in, just for kicks.
All the best,
Yang
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I&B :)
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identity and belonging
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It'd be interesting to see a good sample body paragraph on 'Whose Reality' :)
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I&B looks good so far.
I will write the paragraph on Saturday.
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Yi Yang, I've got a rather..stupid question. I'm going to ask it anyway.
I've been writing and getting feedback on them (well, more of just correction). The thing is, how can I make the best use of these feedback so I could possibly improve further? Feedback's nice, certainly..but I don't know what to do with it.
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Hey Cort,
That's not stupid at all. It can be hard to know what to do with feedback. Think about feedback as little nudges pushing you in the right direction, to keep you on track.
Try and do the following:
- Compile the feedback you get in a list of writing or grammar "rules"
- Not make the same mistake again when writing
- Revise and edit your own writing by checking it against your list
- Use techniques suggested to you by your teacher/tutor if they have given such suggestions
- Repeatedly practise writing paragraphs using the correct method, before adding your own flair to it
The last two points are more for students who are unsure about how to write particular essays.
All the best,
Yang
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Hey Cort,
That's not stupid at all. It can be hard to know what to do with feedback. Think about feedback as little nudges pushing you in the right direction, to keep you on track.
Try and do the following:
- Compile the feedback you get in a list of writing or grammar "rules"
- Not make the same mistake again when writing
- Revise and edit your own writing by checking it against your list
- Use techniques suggested to you by your teacher/tutor if they have given such suggestions
- Repeatedly practise writing paragraphs using the correct method, before adding your own flair to it
The last two points are more for students who are unsure about how to write particular essays.
All the best,
Yang
Thank you, Yang!
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Sorry guys who were anticipating this last week; I wrote this in my diary a week late. Here's the paragraph I wrote for I&B.
Form: Expository
Time: 7 mins
"An individual’s identity is based on both external forces and internal motivations. It cannot be separated from the individual’s freedom of choice, which itself is subject to the particular individual’s perception of the world. That perception in turn is based on the identity that the individual has already established through their experiences and choices in life. We can see the interesting cyclic nature between identity and belonging here, where one’s identity is based on the external forces of the group environment; yet that environment in turn is subject to the individual’s choice. In Catcher in the Rye, Holden Caulfield is an individual who faces an identity crises due to his inability to relate to those around him. He sees the concession of one’s own individualism in order to belong as a “phony” thing to do. As a result, he is constantly rejected from all the social groups which he so craves to belong to. It is ironic that he simultaneously needs to belong, yet finds the process to be revolting due to its intrusion into his often admirable personal values. However, the effect is a Holden who is clearly diminished, one who feels like his identity is “disappearing”. It is clear that there is great angst in individuals who feel like they cannot belong in any group, and “drift” between groups in search of their identity. Interestingly, it is a strong attachment to their already established personal identity, including the values, motivations and projection of ego, that prevent individuals from truly belonging and thus further solidifying their social identity through such belonging. Thus, it seems that the personal identity is often in conflict with the group or social identity, in effect limiting the number and substance of identities that a person can take on."
Vote for the next context!
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Hi Yang,
We have a upcoming SAC on context, which is in the form of imaginary writing, with the context encountering conflict, situated around ideas from Animal Farm. My dilemma is , i have hardly written one, i wrote one in year 7/8 and one beginning of year 10, where i blabbed on about random stuff. I have no idea how to go about it an no idea of structuring.
I have come up with an idea about using the basis of the darwin bombings as the story, with mr Frederick and humans etc attacking on Animal Farm, thats just an idea i got no idea. Do you have anything that will help me/tips etc such as expressing it and so on, maybe some other ideas if possible
Thanks heaps :0
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Hi, I have an upcoming SAC on language analysis, where we have to write the analysis about an article as well as two letters to the editor on the same topic. We get told to point out strategies used to persuade, but what are they? Teacher hasn't done a good job of explaining this, and I don't get how persuasive techniques can't be seen as strategies in his eyes.
Also if you have any ideas on how to keep the analysis running fluent throughout, with one paragraph linking into another, that would be great!
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Hi Photon,
It's hard for me to give any specific advice without reading your writing. Imaginative pieces are subjective in nature. A few things to keep in mind are:
- Don't tell the reader, describe it. Use descriptions that appeal to the five senses in order to create empathy in the reader for your character(s).
- Don't concentrate on the complexity of the plot. Often the most poignant messages are simple but emotionally nuanced.
- Always be critical of your own writing. Read it over a few times and tweak it so that all the subtle elements align with your message.
Perhaps you can explore the idea of an individual's internal conflict, and how it may relate to external conflicts.
Hi tozer24,
Language analysis is time consuming, but also the most straight forward of the English essays. For a guide on how to write language analysis pieces, download my guide in the first post of this thread.
Letters to the editor are a relic of the past, from pre 2008 exams. It essentially asks you to write a persuasive piece in response to the article given to you. Have a read of my guide and post any questions in this thread :)
All the best to you both,
Yang
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Hi Yang, another silly question:
While I'm beginning to compile my feedback (oh how I hate my lazy me); is there a way to begin to develop more mature and complex ideas? One way is to read other people's work (especially those who are more competent in my school) - is there any other recommended ways you suggest?
Thanks,
Cort.
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is their a particular structure i should aim for?
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Sorry for the delayed reply guys. I fell ill this week and forgot to diary this.
Cort,
It sounds simple, but try what I call the "WHA" method. It stands for "Why? How? Always?". Basically when you have a general contention like "X is a blah, blah and blah character", you find complexity by asking "why is X is way", "how does X achieve this" and "is X always like this". It is a great way to think outside the box.
Photon,
If you still haven't tackled it yet, I won't dictate what structure you should aim for. If I were to tackle this, I would consider writing a personal narrative. Basically, by writing from a character's perspective, you can elude to many themes that may come across their mind as well as convey feelings and emotions quite directly and effectively.
All the best to you both,
Yang
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Hi, I was wondering....
in the sentence: ‘dismantle[d] the Howard government’s hard-won border protection’ policies, in effect ‘turbocharged the people smuggling racket and lured asylum seekers…with the promise of open borders’.
How is the word 'hard - won' used? How does it effect the readers?
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Hi yang_dong,
"Hard-won" here is descriptive and alludes to the idea of "effort" in the creation of such policies. It intends to induce readers to feel a sense of pride in the work that our country has put into these policies.
There are many plausible explanations, but the above is most likely. However, there are no right or wrong answers in Language Analysis. The important thing is that your observations are plausible and reasonable.
All the best,
Yang
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Hi Yang_Li
Thank you,
but i was wondering so if someone (its the opposition government) is to dismantle that hard work, effort and pride (by the previous government), i;m not sure how to explain the readers impact... surely one would have a negative impact but i don't know how to express it.. so readers are encouraged to...
i'm not sure...
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Hi yang_dong,
Download my guide in the first post of this thread. Look at the examples, follow the instructions, and have a go yourself. Come ask me again afterwards. You'll probably find it much easier to understand :)
All the best,
Yang
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ok :)
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Hi Yang Li,
I have looked at you're guides very helpful thank you
but
praising the Right as mature ‘grownups’ who handled the refugee situation so that ‘not a single boat has arrived in Australia for 68 days and counting’. In here, Devine...
i'm not sure how to phrase it cause i want to say something along the lines of... it presents them as 'they know what they are doing as the "adults"... capable/efficient/able (cause i've used that too many times and i checked the thesaurus it comes up with words like experience, skilful talented etc... but that doesn't really fit in my context)
Or is there another connotation for you?
Thank you
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Hi yang_dong,
Can you please clarify a few things for me:
1) What is the issue?
2) What is the writer's contention?
3) What is the sentence you have trouble with?
4) What have you come up with so far?
Yang
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yup.
1) refugees dying at sea trying to get here after the Labor party removed out operation sovereignty border protection policy
2) that these deaths at sea are Labor Party fault, and the current Abbot government should not be blamed/criticised
3) this is a direct quote from the article: 'Now we can see that it was the “humanitarian” policies of Labor and the Greens that were the sole cause of those 1200 deaths at sea, of detention centres bulging at the seams with unhappy people, including 1000 children'
4) By praising the Right as mature ‘grownups’ who handled the refugee situation so that ‘not a single boat has arrived in Australia for 68 days and counting’, Devine (name of the writer) purports the right as.....
i'm not sure how to phrase it cause i want to say something along the lines of... it presents them as 'they know what they are doing as the "adults"... capable/efficient/able (cause i've used that too many times and i checked the thesaurus it comes up with words like experience, skilful talented etc... but that doesn't really fit in my context)
Or is there another connotation for you?
Thank you
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Hi yang_dong,
For me, that quote connotes that the previous Labor government was either grossly negligent or incapable of implementing good policy. It intends to induce anger or disappointment at the previous government for their handling of asylum seekers.
As much as I personally disagree with this writer's take on the issue, it seems she has hit the nail on the head by pointing to the flaws of Labor's dealings on the matter. She appeals to the reader's sense of compassion ("1000 children") and uses shock, sarcasm and hyperbole to achieve her intended effect. By pointing the finger at the previous government, she attempts to remove blame on this issue towards the current government, as well as promote confidence in the reader towards the current governments policy on asylum seekers arriving by sea.
All the best,
Yang
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Hi Yang Li,
can you please help me?
so for hw I have to analyse this quote, its just a sentence: 'sorry, but we don't get to be outrages at this. The fact that a person is dead, that another has been shot or that yet another has a fractured skull doesn't change anything'. the only background knowledge that I'm given is that the writer is trying to contend that detention centres are intentionally made as a place of 'horror', worse than what they fled their country for. the article is here: http://www.smh.com.au/comment/the-whole-point-of-detention-for-asylum-seekers-is-horror-whether-it-is-acknowledged-or-not-20140220-333yw.html but we just have to analyse how it starts and ends for now. cause apparently the choices made when a writer starts or finishes an article is very important.
So what I've done so far is:
- we inclusive language to get audience feeling involved with the issue. However, the fact that 'we don't get to be outraged at this', gets readers thinking why their freedom is restricting, catching the attention of the reader
- 'doesn't change anything' - even if there 'is a person is dead, that another has been shot or that yet another has a fractured skull', to us doesn't make the situation any worse, portraying society as inhumane and gets readers feeling guilty. Is that right?
What do you think?
and lastly for the ending quote: 'The truth is we've never really come to terms with why it is people get on boats, and why it is that, faced with hopeless inaction once they're detained, they protest. In fact, our public conversation isn't even terribly interested in knowing. That's why, when we do finally discover the facts of Manus, they will mean nothing.
cause we won't act to change anything or improve anyways? does this has the intended effect of shaming readers who oppose him and encourages readers to change their ways?
Thank you Thank you so so much
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Hey yang li
If something is said to have 'philosophical intentions' as in 'the worse it is, the more effective it is destined to be, and the more it fulfills the philosophical intentions of the policy'.
Is there meant to be effect on the reader by calling it a philosophical intention?
I googled philosophical definition and it came up with like calm and composed?
Not sure how that would fit in.
Thanks :)
Your help is very appreciated :)
Thanks :)
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hello,
do you happen to have any sample comparative language analysis? I'm having difficulty of how to structure it.
Thanks
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Hey guys,
Let me tackle one at a time.
Bestie -
You've identified a few techniques and reader reactions which is a good start. I think it will serve you well to also assess the writer's tone. Within the tone is a profound disappointment towards Australia's public vernacular on this issue. The writer intends to bring forth facts that should be relevant to us, and our Australian values of fair play and giving opportunities. He/she lampoons the blatant negligence or acquiescence of the Australian people to hold our politicians accountable on the treatment of asylum seekers.
Good job! Keep at it.
Dahello -
To say something as having "philosophical intention" is not very informative. That is because "philosophy" by nature is the study of knowledge, reality and existence. It is too wide in scope to hold any meaningful value unless used within a very particular context. For example, describing something as having "philosophical intention" may be referring to the tone of the writer. Even then, it is quite limited in its descriptive capabilities.
In the case of your article, it seems to be simply used to point towards the rationale behind an aforementioned policy. The words "philosophical intention" itself is not likely designed to be persuasive.
Good stuff!
haha_,
I don't want to disclose my students' work without their knowledge. For a solid guide with simple examples, download my guide on the first post of this thread. Have a go while you refer to that document and come to me afterwards. I'm sure you'll feel much more confident then.
All the best!
Yang
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Hey Yang Li,
I have to analyse a cartoon and i was just wondering if you give me a deeper insight. It would help me a lot!!!!
http://www.smh.com.au/photogallery/national/cartoons-for-tuesday-25th-march-2014-20140324-35dll.html
of the 8 avaliable cartoons - its the fourth one
portrays Australia as a bad country
contention: Immigration Minister Scott Morrison and Abbott are trying to hide publicising their association with the deaths at manus island - portraying them as guilty - their faces look angry (so publicity is not want they want)
'no one would ever want to come to australia' - implying that Australia as a whole is just as bad as Morrison and Abbott's refugee policies - ridicule Australia into guilt and acting otherwise
the set up looks something like an interview - Morrison and Abbott each have a pile of notes in front of them compared to the guy talking - and they all have their eyes on him. - don't think the interview set up has any impact though.
they are all wearing blue ties - symbolising all from liberal party - dont think that has any implications either....
is that the contention?
thanks :)
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hello,
language analysis help:
not sure what the contention of this short piece is. At first i thought the contention is that the violence in detention centres is due to the certain asylum seekers themselves 'evident in the last sentences: 'They are not going to blame the government for what happened off the coast of PNG. They will hold the ringleaders of the Manus Island violence responsible and argue that there are plenty of other people who are, or have been, in detention, and never rioted in such a way.'
but then i feel like i'm ignoring the abbott and labor bit in the middle, 'One of the reasons support for Prime Minister Tony Abbott has stabilised is that asylum seeker boats have stopped. Whether you voted for Tony Abbott or not, that was his number one election promise; that he would stop the boats. The promise included offshore processing to make sure that people who arrive here unlawfully can’t beat the system.' - this 'Austraia's shame day' is what we elected and that if their is anyone to blame it should be us? which sorta of contradicts what i said in the first paragraph...
plz help me....
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Hi Yang Li,
Thank thank you thank you so much, your advice is like gold...
just wondering: http://www.smh.com.au/comment/the-whole-point-of-detention-for-asylum-seekers-is-horror-whether-it-is-acknowledged-or-not-20140220-333yw.html what was the contention i didn't really get it?
what do you think?
Thankyou :D
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HEY yang li,
i'm doing the same article as bestie:
With the title of the article: 'the whole point of detention for asylum seekers is horror, whether it is acknowledged or not' i'm trying to analyse that.
The only thing ive come up with so far is: Even on the outset, the writer's use of 'horror' attempts to shock readers of the conditions in detention centres. By entering the discussion with details, 'a person is dead, that another has been shot or that yet another has a fractured skull' alerts readers of the situation.
I'll add later in the body paragraph about the 'doesn't change anything' cause it links with the ending and other part of the article ' they will mean nothing' about how we know about it, but we don't act - i'll talk about that idea in the 2nd apragraph. The first is about the idea of unjust treatment towards asylum seekers and that there is obviously something wrong for them to riot, drawing on sympathy...
As you can tell the only thing i got from the heading is 'horror' nothing else... it feels like there is some effect from 'whole point' - its like horror is the only thing we focus on, not their actual wellbeing??? but thats not really explicit in the article
and the 'whether its acknowledged or not' seems like there is a purpose to why the writer would have added that in cause otherwise the title is ok without it. its talking about how its reality, we can't change it and so readers are positioned to feel challenged to change it??? i dunno i guessed???
and the opening 'sorry we don't get to be outraged at this' is this like directly talking to the audience in order to get them involved in the issue - invites readers attention
What do you think about the heading? and the two sentence beginning?
English is so hard :(
but thank you so much... you make it alot more do-able :)
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Hey guys,
I just got back from overseas.
asdfqwerty,
I think the main thing to take away from the visual is, as you rightly identified, the speech bubble. The most potent effect is the irony in the adviser's remark. By comparing the incident with the persecution that the asylum seekers are escaping from, it intends to shame, or induce outrage, in Australian audiences.
Also look at:
- expressions
- uniformity of clothing
- frame (who is where and their relationship)
tiff_tiff,
Sometimes an article can contain more than one contention. The best way to find the main contention is to first ask yourself what the issue is. The contention has to fall on one side of the issue or another. For example, "wearing school uniforms" might be the issue; and "students must wear school uniforms" is a contention. "Students should wear school uniform most of the time" is another contention that falls on the same side of the issue, but is slightly different. At some stage in the piece, the writer may have said "principles are responsible for the collective spirit of the school"; which is another contention, but not the main contention.
Bestie & Dahello,
I personally really like Waleed's writing. I do not always agree with his contentions, but his writing is eloquent and a good mixture of fact, logic and emotive appeals. Without going into the whole article, Aly intends to illuminate the mechanisms upon which our detention centres operate. He contends that it is designed to be a punishment to deter future arrivals, not as a legitimate point of processing.
He challenges the reader with what they do not have exposure to. He often induces shame, guilt or doubt in the Australian reader's mind. I suggest that you follow the steps listed in the guide posted at the beginning of this thread and see if that makes the whole process easier.
All the best to you all,
Yang
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Hi Yang Li,
if you are something that be a failure but we consider it to be working.. how would that impact readers?
eg. this tragedy is not any kind of evidence of policy failure, this is what it looks like when the policy works
The context of the issue is that the government is purposely making the detention centres a horrible place to live... with living conditions worse the countries they fled from.. is in what many may see as a failure that we aren't offering these people a safer place to live, it is actually what the government wants and thus to them the policy works.. cause it is stopping the boats from coming.
Thank you