This is an update of the 2009 VCE english exam resources post.

With the 2010 VCE English exam just around the corner – the major exams are about to begin…I know some of you have already started their music or language exams by now. I hope you aced them!

Here are 6 great resources to help you with the VCE English Exam.

1. VCEhelp Podcasts on English:

• http://www.vcehelp.com.au/vce-english-podcast-with-ross-huggard-82/
• How to write in context podcast By Ross Huggard
• Look both ways podcast with Ross Huggard
• In the lake of the woods – Jan May podcast

2. VCE help english articles/tips and resources:

• Slideshare presentation on VCE English exam tips
• Plus all other VCE English articles, links and resources can be found here:

3. VCE English Text Talk archive: list of The Education Age’s text talk articles since 2001

4. The VCAA website:The VCE English curriculum information including information about the exam advice and front cover and sample exams.

5.  Choose the style to suit your task – VCE English Exam article

The following article appeared in the THE AGE VCE EXAM GUIDE — Monday, October 4, 2010. It relates to the English Exam and I found it highly useful so enjoy.

http://education.theage.com.au/cmspage.php?intid=154&intversion=43

Examiners look for insight and relevance in your words, writes Bob Hillman.

THE English examination this year is on Thursday, October 28. With more than 44,000 students studying for it, English is the only examination taken on that day. The examination is an opportunity for students to demonstrate all of the skills and knowledge they have gained through their study of VCE English and indeed English skills that have been developed throughout their school career.

The examination is three hours and 15 minutes in duration, including 15 minutes’ reading time and three hours’ writing time. Each of the three sections of the examination is equally weighted, so it is wise to spend about one hour on each section. Students may determine for themselves the order in which they complete the tasks.

Each piece of writing needs to be a completed product, so an awareness of time is essential. Within each period of time, students need to study the task thoroughly, think carefully and plan methodically, before actually beginning their pieces. Many students would also be advised to leave enough time at the end of each task to proof read their work quickly before moving onto the next task.

Students may bring along an English and/or bilingual printed dictionary. It must not, however, contain any highlighting or annotation and it may not contain a thesaurus. As well, electronic dictionaries are not permitted. The dictionary can be used for clarification of terms, as well as checking spelling, and may be used during reading time.

The examination itself is divided into three sections. The writing required in each of the three sections is slightly different. While the generic skills of thinking and planning are required for all of the writing, each section has different criteria applied to assessing the piece.

Section A — Text Response

Students will have a choice of two topics for each text they have studied thoroughly during Year 12. Students are to select ONE text to write on and select ONE topic from the two offered. The title of the text must be written on the front of the appropriate examination booklet.

As set out in the study design, each topic will offer students the opportunity to develop a sustained discussion from an initial focus on an aspect of key knowledge for Area of Study One — Reading and responding (see pages 23 & 29 from the ‘English Study Design’).

In last year’s examination, one of the topics on Richard III offered a discussion on the theme of power and powerlessness in the play; while one of the topics on Look Both Ways prompted students to consider how various characters respond to a life dilemma. One topic was constructed around theme, the other around characters.

Other topics in Section A focussed on values, such as the first Hard Times topic, while others — such as the second Maestro topic — offered students the opportunity of looking at structure with a topic that called for students to explore the ways Paul’s narration influences the reader’s understanding of Keller.

And finally there are those topics that focus on reader interpretation such as Nineteen Eighty-four, which offered, in part, the idea that the novel “engages us as readers . . .”.

When revising, students would do well to consider the advice from last year’s Assessment Report for VCE English. “There are subtle but discernable differences in the topic types and students would benefit from understanding these variations,” it stated.

It should be encouraging for students, however, that assessors are not looking for a specific response to a topic; rather, they reward thoughtful, perceptive insights that are well supported by the text itself. There is no ‘correct’ response to Section A topics.

Naturally, a fluent, well expressed piece of writing is required for success; one that seamlessly and appropriately incorporates quotations and is stimulating to the reader. While it is important to practise a range of topics so that students are well prepared for the examination, the most successful responses are thoughtful and original. Prepared essays rarely succeed.

Section B – Writing in Context

There now appears to be much excitement about the opportunity to explore a Context through various forms of writing. Indeed, the focus remains on the quality of writing, but good writing can only be achieved with good ideas. Throughout the year students have had the opportunity to explore in detail concepts in relation to one of the four Contexts provided by the VCAA.

The interpretation of the Contexts varies significantly from class to class, so students around the state have developed their ideas on Context in many ways. Likewise, each student will find the most appropriate way to express those ideas, thus creating an enormous variety of writing.

The writing must be informed by one of the texts on Text list 2. The text which most informs the student’s writing must be written on the front of the appropriate response booklet, along with the name of the Context itself.

The degree and manner in which the text informs a piece of writing will vary significantly according to the choices a student makes about the audience, style and purpose of his or her writing. Certainly there are no expectations about HOW a text is employed to inform a piece of writing, nor HOW MUCH of the text is used. It is the quality and sophistication of how the text is used to inform the piece of writing that is important.

As well, it is important to remember that elements of audience, style and purpose will be implicit in the writing and a written explanation is not required.

The direction of the writing on Context will come from the single prompt offered for each Context. Students must grapple with the direction and spirit of the prompt, constructing and developing their pieces of writing accordingly.

Ultimately, then, the success of a piece of writing for Section B derives from the quality of the ideas that are presented, the quality of the writing and the manner in which the prompt has been dealt with.

Section C – Analysis of Language Use

The final section of the English examination offers students the opportunity of analysing one or more pieces of written and visual material. The essential focus of this section is to demonstrate insightful analysis on the ways in which language and visual features are used to present a point of view.

The most successful responses will be able to contextualise the material and provide a strong overview, while exploring explicitly why particular words, phrases and images have been employed by the writer or speaker.

This requires adeptness at manoeuvring in and out of the material — close analysis and connecting this analysis with its broader purposes.

This is best exemplified by considering the vastly different contexts of the pieces offered over the past two years.

One was in the form of a newsletter persuasively written by a coach to his sporting community, while last year the piece was an online journal presenting a point of view.

The contention, construction, development, selection of language and persuasive strategies varied accordingly. Students should also be able to incorporate the analysis of any visual material and explore how images add meaning and implication to the material as a whole.

Too many students in recent years have regarded visuals separately from the writing. It is important to acknowledge and explore the intended impact of any visual material and the way in which it contributes to the persuasion of the piece as a whole.

The English examination rewards students who have worked hard throughout the VCE, developing their skills and knowledge. Those who are well prepared for their examination, understand the distinctions among the three pieces of writing, use their time wisely and respond specifically to the topics, prompts and tasks, will enjoy success in English.

Bob Hillman is a senior English teacher at Trinity Grammar School in Kew.

SIDENOTE – Bob is also one of the presenters for Access Education’s Essential English program – again see http://www.accesseducation.com.au for more details.

Sourced directly from:
http://education.theage.com.au/cmspage.php?intid=154&intversion=43

The Age’s “End of Year exam guide” can be found here.

(2 votes, average: 5.00 out of 5)

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