how to plan an essay in 5 minutes

7 Steps for Writing an Essay Plan

Have you ever started writing an essay then realized you have run out of ideas to talk about?

This can make you feel deflated and you start to hate your essay!

The best way to avoid this mid-essay disaster is to plan ahead: you need to write an Essay Plan!

Essay planning is one of the most important skills I teach my students. When I have one-to-one tutorials with my students, I always send them off with an essay plan and clear goals about what to write.

Essay Planning isn’t as dull as you think. In fact, it really does only take a short amount of time and can make you feel oh so relieved that you know what you’re doing!

Here’s my 7-Step method that I encourage you to use for your next essay:

The 7-Step Guide on How to write an Essay Plan

Figure out your Essay Topic (5 minutes)
Gather your Sources and take Quick Notes (20 minutes)
Brainstorm using a Mind-Map (10 minutes)
Arrange your Topics (2 minutes)
Write your topic Sentences (5 minutes)
Write a No-Pressure Draft in 3 Hours (3 hours)
Edit your Draft Once every Few Days until Submission (30 minutes)

I’ve been using this 7-Step essay planning strategy since I was in my undergraduate degree. Now, I’ve completed a PhD and written over 20 academic journal articles and dozens of blog posts using this method – and it still works!

Let’s go through my 7 steps for how to write an essay plan.

Prefer to Watch than Read? Here’s our video on writing an Essay Plan.

how to write an essay plan

1. figure out your essay topic. here’s how..

Where did your teacher provide you with your assessment details?

Find it. This is where you begin.

Now, far, far, far too many students end up writing essays that aren’t relevant to the essay question given to you by your teacher. So print out your essay question and any other advice or guidelines provided by your teacher.

Here’s some things that your assessment details page might include:

The essay question;
The marking criteria;
Suggested sources to read;
Some background information on the topic

The essay question is really important. Once you’ve printed it I want you to do one thing:

Highlight the key phrases in the essay question.

Here’s some essay questions and the key phrases you’d want to highlight:

This strategy helps you to hone in on exactly what you want to talk about. These are the key phrases you’re going to use frequently in your writing and use when you look for sources to cite in your essay!

The other top thing to look at is the marking criteria. Some teachers don’t provide this, but if they do then make sure you pay attention to the marking criteria !

Here’s an example of a marking criteria sheet:

Sample Essay Topic: Is Climate Change the Greatest Moral Challenge of our Generation?

Now, if you have a marking criteria you really need to pay attention to this. You have to make sure you’ve ticked off all the key criteria that you will be marked on. For the example above, your essay is going to have to make sure it:

Takes a position about whether climate change is a serious challenge for human kind;
Discusses multiple different people’s views on the topic;
Explores examples and case studies (‘practical situations’);
Uses referencing to back up your points.

The reason you need to be really careful to pay attention to this marking criteria is because it is your cheat sheet: it tells you what to talk about!

Step 1 only takes you five minutes and helps you to clearly clarify what you’re going to be talking about! Now your mind is tuned in and you can start doing some preliminary research.

2. Gather your Sources and take Quick Notes. Here’s how.

Now that you know what your focus is, you can start finding some information to discuss. You don’t want to just write things from the top of your head. If you want top marks, you want some deep, detailed and specific pieces of information.

Fortunately, your teacher has probably made this easy for you.

The top source for finding information will be the resources your teacher provided. These resources were hand picked by your teacher because they believed these were the best sources available our there on the topic. Here are the most common resources teachers provide:

Lecture Slides;
Assigned Readings.

The lecture slides are one of the best resources for you to access. Lecture slides are usually provided online for you. Download them, save them on your computer, and dig them up when it’s time to write the essay plan.

Find the lecture slides most relevant to your topic. To take the example of our climate change essay, maybe climate change is only discussed in three of the weeks in your course. Those are the three weeks’ lecture slides you want to hone-in on.

Flick through those lecture slides and take quick notes on a piece of paper – what are the most important topics and statistics that are relevant to your essay question?

Now, move on to the assigned readings . Your teacher will have selected some readings for you to do for homework through the semester. They may be eBooks, Textbooks or Journal Articles.

These assigned readings were assigned for a reason: because they have very important information to read ! Scan through them and see if there’s any more points you can add to your list of statistics and key ideas to discuss.

Next, try to find a few more sources using Google Scholar. This is a great resource for finding more academic articles that you can read to find even more details and ideas to add to your essay.

Here’s my notes that I researched for the essay question “Is Climate Change the Greatest Moral Challenge of our Generation?” As you can see, it doesn’t have to be beautiful #Studygram notes! It’s just rough notes to get all the important information down:

Once you’ve read the assigned lecture slides and readings, you should have a good preliminary list of ideas, topics, statistics and even quotes that you can use in step 3.

3. Brainstorm using a Mind-Map. Here’s how.

Do your initial notes look a little disorganized?

That’s okay. The point of Step 2 was to gather information. Now it’s time to start sorting these ideas in your mind.

The best way to organize thoughts is to create a Mind-Map. Here’s how Mind-Maps often look:

For your essay plan Mind-Map, write the essay question in the middle of the page and draw a circle around it.

mind-map with essay question written in center

Then, select the biggest and most important key ideas that you think are worth discussing in the essay. To decide on these, you might want to look back at the notes you took in Step 2.

Each key idea will take up around about 200 – 350 words (1 to 2 sentences).

Here’s a rough guide for how many key ideas you’ll want depending on your essay length:

1000-word essay: 3 to 4 key ideas
1500-word essay: 5 to 7 key ideas
2000-word essay: 6 to 8 key ideas
3000-word essay: 9 to 12 key ideas

Once you’ve selected your key ideas you can list them in a circle around the essay question, just like this:

mind map with essay question and key ideas filled-in

Last, we need to add detail and depth to each key idea. So, draw more lines out from each key ideas and list:

Two sources that you will cite for each key idea;
A statistic or example that you will provide for each key idea;
Any additional interesting facts for each key idea

Here’s how it might look once you’re done:

4. Arrange your Topics. Here’s how.

You’re well and truly on your way to getting your essay down on paper now.

There’s one last thing to do before you start getting words down on the manuscript that you will submit. You need to arrange your topics to decide which to write first, second, third, fourth, and last!

Here are some things to keep in mind:

Start and end with your strongest points;
Ensure the points logically flow.

To ensure your points logically flow, think about how you’re going to transition from one idea to the next . Does one key point need to be made first so that the other ones make sense?

Do two key points seem to fit next to one another? If so, make sure you list them side-by-side.

Have a play around with the order you want to discuss the ideas until you’re comfortable. Then, list them in order. Here’s my order for my Climate Change essay:

Each of these key ideas is going to turn into a paragraph or two (probably two) in the essay.

5. Write your topic Sentences in just 5 minutes. Here’s how.

All good essays have clear paragraphs that start with a topic sentence . To turn these brainstormed key points into an essay, you need to get that list you wrote in Step 5 and turn each point into a topic sentence for a paragraph.

It’s important that the first sentence of each paragraph clearly states the paragraph’s topic. Your marker is going to want to know exactly what your paragraph is about immediately. You don’t want your marker to wait until the 3 rd , 4 th or 5 th line of a paragraph before they figure out what you’re talking about in the paragraph.

So, you need to state what your key idea is in the first sentence of the paragraph.

Let’s have a go at turning each of our key ideas into a topic sentence:

6. Write a No-Pressure Essay Draft in just 3 Hours. Here’s how.

Okay, now the rubber hits the road. Let’s get writing!

When you write your first draft, don’t put pressure on yourself. Remind yourself that this is the first of several attempts at creating a great essay, so it doesn’t need to be perfect right away. The important thing is that you get words down on paper.

To write the draft, have a go at adding to each of your topic sentences to turn them into full paragraphs. Follow the information you wrote down in your notes and Mind-Map to get some great details down on paper.

Forget about the introduction and conclusion for now. You can write them last.

Let’s have a go at one together. I’m going to choose the paragraph on my key idea “Is climate change caused by humans?”

I’ve already got my first sentence and my brainstormed ideas. Let’s build on them to write a draft paragraph:

screenshot of a section of a mind map displaying key ideas for the essay

“Most scientists believe climate change is caused by humans. In fact, according to the IPCC, over 98% of climate change scientists accept the scientific data that climate change is caused by humans (IPCC, 2018). This figure is very high, signalling overwhelming expert consensus. This consensus holds that the emission of carbon from burning of fossil fuels in the 20 th Century is trapping heat into the atmosphere. However, a minority of dissenting scientists continue to claim that this carbon build-up is mostly the fault of natural forces such as volcanoes which emit enormous amounts of carbon into the atmosphere (Bier, 2013).”

Your turn – have a go at your own draft paragraphs based on your Mind-Map for your essay topic! If you hit a rut or have some trouble, don’t forget to check out our article on how to write perfect paragraphs .

Once you’ve written all your paragraphs, make sure you write an introduction and conclusion .

Gone over the word count? Check out our article on how to reduce your word count.

7. Edit your Draft Once every Few Days until Submission. Check out this simple approach:

Okay, hopefully after your three hour essay drafting session you’ve got all your words down on paper. Congratulations!

However, we’re not done yet.

The best students finish their drafts early on so they have a good three or four weeks to come back and re-read their draft and edit it every few days.

When coming back to edit your draft , here’s a few things to look out for:

Make sure all the paragraph and sentence structure makes sense. Feel free to change words around until things sound right. You might find that the first time you edit something it sounds great, but next time you realize it’s not as good as you thought. That’s why we do multiple rounds of edits over the course of a few weeks;
Check for spelling, grammar and punctuation errors;
Print out your draft and read it on paper. You notice more mistakes when you read a printed-out version;
Work on adding any more details and academic sources from online sources like Google Scholar to increase your chance of getting a top grade. Here’s our ultimate guide on finding scholarly sources online – it might be helpful for this step!

Before you go – Here’s the Actionable Essay Plan Tips Summed up for you

Phew! That essay was tough. But with this essay plan, you can get through any essay and do a stellar job! Essay planning is a great way to ensure your essays make sense, have a clear and compelling argument, and don’t go off-topic.

I never write an essay without one.

To sum up, here are the 7 steps to essay planning one more time:

The 7-Step Guide for How to Write an Essay Plan

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

1 thought on “7 Steps for Writing an Essay Plan”

Nice fun and concise approach to essays, thank you

How to Write an Essay in Under 30 Minutes

Last Updated: December 19, 2023 Fact Checked

This article was co-authored by Arash Fayz . Arash Fayz is the Co-Founder and Executive Director of LA Tutors 123, an academic consulting and private tutoring company based in Los Angeles, California. Arash has over 10 years of educational consulting experience, managing the tutoring of students of all ages, abilities, and backgrounds to score higher on standardized tests and gain admission to their target schools. He has a BA in Applied Mathematics and Computer Science from the University of California, Los Angeles. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 600,426 times.

If you’re taking your SATs this year, you may be preparing to write a solid essay within the 30 minute time limit. Or you might be trying to improve your writing speed to complete essay exams faster and more efficiently. Writing a five paragraph essay in under 30 minutes can seem daunting, but with the right planning and time management, it is certainly achievable.

Sample Essays

Planning the Essay

For example, you may get a prompt in the form of quotation: “Time has a doomsday book, on whose pages he is continually recording illustrious names. But as often as a new name is written there, an old one disappears. Only a few stand in illuminated characters never to be effaced.” Henry Wadsworth Longfellow [3] X Research source
You may then receive a question attached to the prompt: “Are there some heroes who will be remembered forever? Or are all heroes doomed to be forgotten one day?" Plan your response, and then write an essay to explain your views on this issue. Be sure to support your position with specific points and examples. You may use personal examples or examples from your reading, observations, or, knowledge of subjects such as history, literature, science. [4] X Research source

For example, you may brainstorm the Longfellow quote/question by thinking of personal examples of heroes who are remembered or forgotten, such as family members, friends, teachers, or peers who have acted as heroes to you or to others. Or you may focus on a historical figure who seems to be a forgotten hero or a decorated hero.
This essay question is asking for two sides of the discussion, the forgotten hero and the remembered hero. Your thesis should discuss both sides and choose one side to argue for or against.
You may choose to spotlight a historical figure who encountered opposition and challenges in her life, such as the suffragette Susan B. Anthony. Anthony worked tirelessly for decades to get the government to recognize women’s right to vote, and was often derided by the government and by individuals within her own organization. She is a good example of a hero who was not recognized as a trailblazer until late in her life, though she is now remembered as a heroine in history. Try to refer back to the quotation in the essay prompt in your thesis, if possible, to show you have read the entire question.
A possible thesis statement could be: “Though Longfellow argues that names, or heroes, may be forgotten over time, one historical figure, Susan B. Anthony, was derided in her lifetime for her beliefs but is now remembered as a heroine of her time.”

Introduction: Your beginning paragraph should contain an engaging first sentence and your thesis statement. Some writers find it easier to write create a temporary introduction and revise it once they are finished with the essay. This will ensure the introduction is cohesive with the rest of the essay.
Conclusion: This paragraph should summarize your main argument and restate your thesis. You may also want to include last thoughts around the essay question.

Writing the Essay

Step 1 Take 15 minutes to write the essay.

Try to spend two to three minutes on each body paragraph. Then, take three minutes on your conclusion paragraph and go back to your introduction. Spend the last three minutes revising your introduction so it matches the tone and perspective of the rest of your essay.

An interesting or surprising example: This could be a personal experience or a key moment in the life of the historical figure you are discussing in your essay. For example, you may discuss Anthony’s childhood as a Quaker and her later adoption of more casual dress and growing interest in social reform at the age of 26. [9] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source
A provocative quotation: This could be from a source you used for your essay or one that feels relevant to your topic. For example, you may use a well known quote from Anthony, such as: “Cautious, careful people, always casting about to preserve their reputation and social standing, never can bring about a reform. Those who are really in earnest must be willing to be anything or nothing in the world's estimation, and publicly and privately, in season and out, avow their sympathy with despised and persecuted ideas and their advocates, and bear the consequences.” [10] X Research source
A vivid anecdote: An anecdote is a very short story that carries moral or symbolic weight. Think of an anecdote that might be a poetic or powerful way to start your essay.
A thought provoking question: create a question that will get your reader thinking and engaged in your topic. For example: “Did you ever wonder how women received the right to vote in the United States?”

Step 3 Write your three body paragraphs.

Body paragraph 1: You may start by discussing Anthony’s early successes. Look at the establishment of the Women’s Loyal National League in 1863 by Anthony and Stanton. As the first national women’s political organization in the United States, it had a membership of 5000 and provided a platform for women to speak out on issues like slavery and women’s right to vote. [11] X Research source
Body paragraph 2: You may discuss Anthony’s mid career struggles. Look at the split in the women’s movement in May 1869, with the establishment of the National Woman’s Suffrage Association (NWSA) by Anthony and Stanton, and the rival American Woman Suffrage Association (AWSA). Note how after the Civil War, Anthony devoted her time and life to the suffrage movement, assuming leadership of the NWSA in 1890 and continuing to advocate for women’s rights. Anthony also remained unmarried, which gave her an advantage under the law, as married women at the time were not permitted to sign official documents and had to defer to their husbands. [12] X Research source
Body paragraph 3: You may discuss Anthony’s later life, including her many speaking engagements throughout the United States on the need for women’s suffrage and equal rights. Though Anthony died in 1906, and did not live to see the passing of the Nineteenth Amendment of the Constitution, affording women the right to vote in the United States in 1920, her forty years of tireless work paved the way for the legal precedent and gave women a strong sense of empowerment and equality. [13] X Research source

Step 4 Summarize your thoughts in your conclusion.

For example, you may restate your thesis: “Throughout her life, Susan B. Anthony’s sacrificed her time, energy, and personal livelihood to advocate for women’s rights, proving that though many heroes may be forgotten, their actions will live on in history.”

Editing the Essay

Step 1 Use the last five minutes to proofread your essay.

For example, an essay on Susan B. Anthony could have the title: “An Unsung Heroine” or “Susan B. Anthony: An Advocate for Change”.

Community Q&A

↑ Arash Fayz. Test Prep Tutor. Expert Interview. 1 November 2019.
↑ https://libguides.newcastle.edu.au/essay_planning/essay-planning
↑ https://resources.warburg.sas.ac.uk/pdf/emh823b2778298.pdf
↑ https://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/invention/Writing-a-Response-or-Reaction-Paper
↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
↑ https://kidshealth.org/en/teens/test-terror.html
↑ https://writingcenter.unc.edu/tips-and-tools/introductions/
↑ https://writingcenter.unc.edu/tips-and-tools/should-i-use-i/
↑ https://www.rochester.edu/sba/
↑ https://repository.library.georgetown.edu/bitstream/handle/10822/553350/laCossJoanHarkin.pdf
↑ https://www.womenshistory.org/education-resources/biographies/susan-b-anthony
↑ https://www.britannica.com/biography/Susan-B-Anthony

About This Article

In order to successfully write an essay in under 30 minutes, you need to plan it out and work efficiently. Take a good 10 minutes to plan out the essay and come up with a thesis statement that will convey your argument and help guide your essay. It may seem like a large chunk of your time, but it will save you from having to rewrite or restructure your essay later on. Then, take 15 minutes to write your introductory paragraph, body paragraphs, and conclusion. Use the last 5 minutes to proofread your essay and look for spelling, punctuation, or grammatical errors. Don’t worry about coming up with a title until you’re finished. It will be much easier then. For tips about how to edit an essay you write in under 30 minutes, keep reading! Did this summary help you? Yes No

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How to plan an essay: Essay Planning

What's in this guide
Essay Planning
Additional resources

How to plan an essay

Essay planning is an important step in academic essay writing.

Proper planning helps you write your essay faster, and focus more on the exact question. As you draft and write your essay, record any changes on the plan as well as in the essay itself, so they develop side by side.

One way to start planning an essay is with a ‘box plan’.

First, decide how many stages you want in your argument – how many important points do you want to make? Then, divide a box into an introduction + one paragraph for each stage + a conclusion.

Next, figure out how many words per paragraph you'll need.

Usually, the introduction and conclusion are each about 10% of the word count. This leaves about 80% of the word count for the body - for your real argument. Find how many words that is, and divide it by the number of body paragraphs you want. That tells you about how many words each paragraph can have.

Remember, each body paragraph discusses one main point, so make sure each paragraph's long enough to discuss the point properly (flexible, but usually at least 150 words).

For example, say the assignment is

Fill in the table as follows:

Next, record each paragraph's main argument, as either a heading or topic sentence (a sentence to start that paragraph, to immediately make its point clear).

Finally, use dot points to list useful information or ideas from your research notes for each paragraph. Remember to include references so you can connect each point to your reading.

The other useful document for essay planning is the marking rubric .

This indicates what the lecturer is looking for, and helps you make sure all the necessary elements are there.

Pathways and Academic Learning Support

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Last Updated: Feb 15, 2024 1:23 PM
URL: https://libguides.newcastle.edu.au/essay_planning

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How I Do Essay Plans (A Real-Life Example!)

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Plans are one of the most ignored (and underestimated) steps in the essay writing process. Some people don’t do them simply because they don’t want to, some sacrifice them because they think they’ll run out of time, and some do ‘plans’, but in reality, they’re only a rough mental outline. Each of these situations place too many students time and time again in sticky situations come an English SAC or exam.

Why plans are essential for any good essay

They ensure that you can’t mind blank — it’s all on the paper in front of you!
They ensure that you always stay on topic.

Mental plans or not having a plan at all mean that you don’t have a true direction in which your essay is going. If you’re not sure where you’re going, well, how are you going to get anywhere?

They save you time in writing time.

Instead of wasting reading time, you’ve done most of your thinking right at the beginning of the SAC or exam, positioning you to do really well in your essay because you can focus on constructing some really juicy, coherent analysis in your body paragraphs, rather than remembering your basic points and/or making sure your essay is actually answering the question.

Let’s have a look at an essay topic that I’ve tackled in the past. This one is based on Kate Grenville’s The Lieutenant , a current VCE Year 12 English text. To learn more about themes, quotes, characters about this text, and to have a look at an essay topic breakdown, check out this blog post written by outstanding LSG tutor, Angelina !

“But a man could not travel along two different paths.” How does Grenville explore Rooke’s conflict of conscience in The Lieutenant ?

Step 1: Highlight key words

Now, it may seem like I've just highlighted the whole prompt, and I understand why you might think that! However, each of the words highlighted convey something meaningful within the prompt. If you're ever unsure about what could be considered a key word, consider whether the prompt would have the same meaning without the word in question.

Step 2: Define key words

In this topic, the main phrase that needs defining is ‘conflict of conscience’. For me, this signals that we must consider morality and the weighing up of right and wrong, especially when tough decisions have to be made.

I’d also take a moment to analyse the quote. This essay prompt is quote-based, so it’s imperative that we discuss the quote and consider the meaning of the quote throughout our essay. For some more detailed info on how to tackle different types of essay prompts, check out this blog post.

Step 3: Start essay plan

Next, I’d start tackling the plan itself. Although it seems like the above steps would take a while, my real-life planning process only takes about 5 minutes. You certainly don’t have to write everything down and you certainly don’t have to make it make sense to anyone but yourself.

Personally, I like to format my plans in dot-point form. I write 1, 2, 3 for each of my body paragraphs and I leave a space underneath each so I can plan each paragraph.

First, I’ll just write rough topic sentences under each, so I can really step back and consider whether my plan of action for the essay’s body paragraphs will do a good job at answering the prompt itself. Again, these are only rough topic sentences — fancying them up will come during the essay writing phase.

Step 4: Important things to include in each paragraph

Once I’ve decided on what each of my body paragraphs will be about, I can them go into a bit more depth for each of them individually.

These are the elements that I include for each:

Essentially, the points that I’ll argue and the reasoning behind the paragraph

The evidence that I’ll be using to reinforce my point(s).

Literary devices/metalanguage

In Year 12, I made a conscious effort to include one literary device or metalanguage example per body paragraph in all of my English essays. This really set me apart from the rest of the state because, in reality, not enough students really focused on the language of their texts, which can really impress examiners.

Strategy: Colour-coded plans

For me, using different colours in my plans helped me organise my thoughts, distinguish between them, and ensure that I had covered everything that I wanted to cover.

Obviously, you can come up with a colour system that works for you, but this is what I came up with:

Green = metalanguage
Red = quotes
Black/blue = everything else!

And that’s it — my four-step but five minute essay planning process. Don’t be afraid to modify this to make it work for you and your needs. However, definitely DO be afraid of not planning — it’s absolutely essential for any good essay.

Happy planning!

[Video Transcription]

Hey guys. I've been doing a load of essay topic breakdowns for you guys, and we've been looking at plans for them, so I thought I would actually show you how I actually do a real life plan, one that I would do on paper if I was preparing for a SAC or an exam, as opposed to the ones that I do on YouTube because the ones that I do on YouTube are slightly different. I definitely go into more detail than I normally would. But at the same time I still do use the same concepts as I would when I do read the steps on YouTube. So I'm going to go and show you that today. And before I actually do that, I just want to preface this and tell you guys why doing a plan is so important. So I know that a plan is something that one, a lot of people just don't do, or two, they tend to sacrifice it if they feel like they don't have enough time, or three, they do a plan in their head, but they don't actually write it down on paper. Now, all of these things are pretty detrimental for you, especially because when you write a plan, it actually helps to secure you and ensure that one, you're not going to mind blank throughout your essay or let me rephrase that, if you do mind blank throughout your essay, you will still have a piece of paper in front of you telling you, "This is what you were thinking Lisa, just go and follow this method or what you've written down here." So that way you don't just get stuck in the middle of your essay and start having a freak out because you've forgotten what you were supposed to write. Second thing is that it ensures that you don't go off topic. This is something that happens quite frequently. If you don't have a plan, then you have this idea of, "Oh, I'll write this and this", and then somehow halfway through an essay, halfway through a paragraph, you realize, "Holy crap, I have completely veered off the topic or this has gone completely in the other direction from what I intended. This is not what I wanted." So in order to prevent that from happening, just do a plan, please! You will find that it ends up saving you so much time and it just gives you that reassurance that you need in situations where there are so many unpredictable factors, like what prompts you're actually going to get. And your focus and attention should be more about developing those ideas, rather than having a mind blank in the middle of your essay and then having a little bit of a freakout as a result. So I'm going to base this video on a previous essay topic breakdown in the past, and that is on Kate Grenville's The Lieutenant. I was going to say Lieutenant, because I always accidentally say that, but no, it is Lieutenant. Now, if you are not doing as text as always, don't stress about it because what I want you to take away from this video is how you actually do plans, the thinking that goes behind it and the formatting around it. So let's just get started. The essay topic that we're doing today is, "But a man could not travel along two different paths." How does Grenville explore Rooke's conflict of conscience in The Lieutenant. So as always, my first step is I will highlight the keywords that I see inside the prompt. Keywords are different for everyone, but these are the ones that I think are most important. Firstly, the actual quote itself, how Grenville, conflict of conscience. Pretty much in this case I could probably just highlight the entire thing, but for the sake of just defining some keywords, this is what I would do. So the next step is to define key words. I think the only big key word that I need to define here is conflict of conscience. And so to me, the conflict of conscience suggests internal conflict, which implies that we'll need to consider morality and the concepts of right and wrong, especially when a difficult decision must be made and sides need to be taken. So as you can see, I've written these words down next to the keyword and that will just help me ensure that I stay on topic or I stay in tune with what the keyword is about and I don't suddenly change my mind halfway through the essay. Then what I'll do is, I will analyze the quote itself. So this is unique because this particular essay prompt has a quote inside it, but I'll have to think about, okay, where did I see this quote? Who might've said it and what might it mean? And I'll draw it down a few notes for that. Then I'll pretty much just go straight into my plan. Now, my plans I've written within five minutes, most of the thinking is actually done during reading time. So personally, I've always found that just writing dot points is completely fine. I don't need to go more beyond that. And I'll show you a few examples now of real life year essay plans that I did during that time. And as you can see, they are pretty much just scribbles and if anybody else was to look at my essay plans, they would have no idea what I'm talking about. But you know what, for me it makes complete sense and that's all that matters. You're not graded on your plan, so just go ahead and do it your way. You do you. So what I'll do is I'll quickly dot down one, two, three, and these represent my body paragraphs. Then I'll just write down very quickly what the topic sentences will be. I don't actually write the full topic sentence itself, but I guess the essence of it, so the key things that I will mention in the topic sentence. By writing down the three topic sentences, this allows me to take a step back and look at the essay holistically and ensure that I am answering it the way that I want to. Then what I'll do is I'll move into each individual body paragraph and write down some things that I think are important for me to remember when I go ahead and write it. So I might write down a couple of ideas that I think are important. I will write down quotes that I think are essential to my discussion. And then what I'll do is I will throw in at least one literary device or a metalanguage that I think is important to discuss. So in this case, in this first body paragraph, it's limited omniscient third person perspective. By throwing this in, I will ensure that I can show my examiner or show my teacher that I can go on that deeper level. I'll repeat this method with both paragraph two and three. Of course for you, you might need to write down more dot points. You can write fewer dot points, it's really just dependent on every individual. If you are somebody who needs to write down the quotes more, then go ahead and do that. But for me, a lot of the quotes will stick in my head. I just need one point just to bounce off, and then from there, I'm able to pull in all of the other quotes that are necessary. You also notice that I do things in different colors. Now, I think this is a strategy that I implemented in order to make things a lot clearer for myself before jumping into an essay. So for example, for anything that's a metalanguage based, I'll write it in green. The whole purpose for that is to ensure that in every single body paragraph, I do cover some form of a literary device because that was always really important for me. I thought that it was one of the key things that helped me differentiate myself from other students. So if I took a step back from the plan and I looked at it overall, I could see, okay, there's a green color in every single body paragraph, done. I have ticked off that criteria. I also used to write quotes in red as well. So red just helped me do the same thing. It helps me take a step back and go, "Yep, there's a bit of red in every single body paragraph. I'm definitely including quotes," which might sound pretty stupid, but it's just that little bit of reassurance that I think really makes that difference when it comes to a stressful situation. That's pretty much it. It's just five minutes of your time, so we probably don't need to go into it in too much more detail than that. But as you can see from my essay plans, I'm quite minimal. I just keep things as short as possible because that's all I really need because a lot of the information is here, but I just need to reinforce it and ensure that it is concrete when it is on paper. So for yourself, I would recommend that you start practicing your plans. You can try my method and see if that works for you, but over time, I'm sure that you'll come to find your own way of writing plans that work for you. Next week I'm going to have another essay topic breakdown for you. Can you guess what it might be? If you want to take a stab, put it in the comment section below, but that's it for me in this week guys. I hope that was helpful for you, and don't forget plans are crucial to an amazing essay. If you needed any extra help, then my mailing list is always available for you guys. I send out emails every single week just giving you new advice and tips for your studies, so I'll put that in the description box below for you to sign up. Other than that, I will talk to you guys next week. Bye!

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Over the years I have seen many exceptional essays. What has really surprised me in the past is when I compare high-scoring essays. In one instance, I read one English student's essay (raw study score of 50) after another student's (raw study score of 46). What do you think contrasts between a student who achieves 50 and a student who achieves 46 (bearing in mind of course, that these two scores are already amazing!)? For me, I had assumed that a major contributor to the perfect score of 50 must be better vocabulary. You would think so too right?

NO! In fact, the student of 46 had embedded heaps of complex and amazing-sounding words in her essay - much more than those used by the student who obtained a 50. Oddly, the perfect scorer had hardly any complex vocabulary in her piece. But this ironically , was the strength of her essay. Because she wasted little time on trying to throw in lots of fancy vocabulary, she was able to focus on exploring complex ideas in her essay instead. This is what examiners are after. So if you're struggling with vocabulary, don't worry - not all hope is lost!

One of the biggest struggles is to 'improve vocabulary' in VCE. So many students are caught up trying to improve their vocabulary or using 'big words' that they don't realise the worst thing yet: using bigger words can actually hurt your essay . Yes, you read it right. Even research has actually found that using complex or big words in an essay can backfire for the student!

Reasons why using big words can worsen your essay:

1. Obstructs clarity of ideas.

Readability is the ease with which a written text can be understood by the reader. In other words, how easy it is to read an essay and how enjoyable that read is. I'm sure you've read a novel in the past that was quite difficult to read because of its extensive vocabulary. On the other hand, you will find a book much more enjoyable to read when you're not struggling your whole way through deciphering words. The same applies to essays. Examiners focus heavily on your exploration and interpretation of ideas. If you have great ideas, only to overload with vocabulary just look to make yourself look smarter, it's only going to make it harder for your examiner. Just like if you had simplistic ideas and filled your essay with fancy vocabulary, it's not going to make the idea seem any more insightful. See the example below:

Student 1: 'In a plethora of elements gender inequalities prevail over the women of Nigeria.'

Student 2: 'Gender inequalities prevail over women's lives in Nigeria.'

The 'plethora of elements' is just another way of saying 'several aspects'. By trying to use nice vocabulary, this student actually reduced the meaning of their sentence, making it harder for the teacher to understand the student's idea. Remember to keep your essays straightforward, don't drown them with vocabulary that's unnecessary.

2. You seem dumber.

No offence. Writing with bigger words doesn't mean you're smarter. It is very easy to pick up when a student is simply using a thesaurus to find synonyms - because your sentence will look like this: basic basic basic COMPLEX basic basic COMPLEX basic basic. There is a clear discrepancy! Don't use 'utilise' when you can just write 'use'. You seem pompous (no offence, again!). Write clearly and simply if you can, and you’ll be more likely to be thought of as intelligent! This meme below sums up the point very well:

3. You're using it wrong.

Using a similar word is not always the RIGHT word. Let's take the word 'persuade' as an example. We're always trying to find new synonyms for 'persuade' in Language Analysis (and I do have a list for you here). The word 'entice' is by no means similar to the word 'coerce' because of the different connotations they are both associated to. To entice is to persuade through attraction or tempting the reader by offering an advantage, whereas to coerce is to persuade (an unwilling person) to do something by using force or threats. Be wise when you choose synonyms, because they do not carry the exact same meaning as the original word you intended to use!

KEY TIP: Do not use big words, do not use small words, use the RIGHT words.

So, how do you find the right word bank for you.

The conditions of your vocabulary bank should be suited to your specific needs. A focus on a need or theme enables more visible connections within the vocabulary bank. Having those connections will make it easier to 'memorise' new terms. Instead of compiling a dense 20-page glossary, try breaking your vocabulary bank up into smaller, specific sections like 'new verbs'.

Now, let's find new verbs instead of the typical bolded words below to express the author's intention:

The author argues
The author shows
The author criticises
The author supports

- Branch off 'argue' (Fervent tone): contends, asserts, posits, proffers…

- Branch off 'shows' (Neutral tone): demonstrates, exposes, elucidates, delineates, explicates…

- Branch off 'criticises' (Negative tone): condemns, denigrates, lampoons, parodies…

- Branch off 'supports' (Positive tone): praises, endorses, exalts, lauds…

Next, take your new vocabulary from storage to use:

After clarifying their definitions, try using some of your new words in a sentence or a paragraph, relating to either your texts or analysing argument. You can also extend your vocabulary bank by adapting the words to different sentence structures:

Original sentence: The author criticises the superficiality of our consumerist culture.

Substitution: Theauthor condemns the superficiality of our consumerist culture.

Adaptation: In a condemnatory tone, the author delineates the ostentation of our consumerist culture.

Original sentence: The author argues that gender is an arbitrary concept.

Substitution: The author asserts that gender is an arbitrary concept.

Adaptation: Asserting that gender is an arbitrary concept, the author explicates the categorist nature of human understanding.

Using convoluted expressions can be fun or exasperating! Whilst demonstrating extensive vocabulary may raise your mark, the key is to ensure harmony between your words and your understanding.

Remember: Do not use big words, do not use small words, use the RIGHT words.

The second half of this blog post was written by Joyce Ling.

Contention and Topic Sentences

We are well into the second half of Semester 1 and for Year 12 students, the Mt Everest that is the final English examination is approximately 6 months away. Though most students are at this stage comfortable with the text response aspect of English, many tend to struggle with the notion of “answering the prompt”.

When working to correct this issue, it is important to understand the VCAA English Study Design brief for text response which outlines its examination criteria as being:

detailed knowledge and understanding of the selected text, demonstrated appropriately in response to the task
development in the writing of a coherent and effective structure in response to the task
control in the use of expressive and effective language appropriate to the task .

To find out more about how to satisfy the VCAA criteria in your Text Response, as well as a sample essay doing so, check out our Ultimate Guide to VCE Text Response .

The importance of answering the prompt is stressed in each of the 3 listed points in the rubric which share the common theme of following the assigned task. In order to construct an essay which successfully answers the prompt, one must be conscious of the relationship between the prompt assigned, their stated contention and the topic sentences they provide.

Prompts for Section A are divided into one of five categories. To learn more about LSG's Five Types Technique, check out our blog .

The first thing one should do when presented with a prompt is analyse it by identifying the keywords of the prompt and clarifying all the key terms. Once this has been done, it is time to formulate a contention.

A contention is simply your view of the prompt . This is where you challenge the statement presented to you and construct a viewpoint outlining the degree to which you are in agreement or disagreement with the prompt or if you are sitting on the fence. It is vital to do this not by blatantly rewording the prompt to display your stance, instead you must observe the prompt and construct an assessment of the prompt by drawing from the text to confirm your contention. It is through your contention that your points of discussion detailed in your topic sentences are formed.

Points to remember:

do not explicitly say “I agree” or “I disagree”
rather demonstrate how you feel (and thus how you are going to write) by using the text to highlight your opinion of the prompt
use your contention as “umbrella” from which your body paragraph ideas fall under

The next step in developing your essay response is to settle on what points to make in your body paragraphs and write topic sentences . Topic sentences outline the content you will be presenting to your teacher or examiner in the particular body paragraph. A good topic sentence should detail an idea that can be drawn from your contention. A habit some students carry into Year 12 from earlier years of essay writing is to write body paragraphs solely on characters and in turn writing a topic sentence stating which character they will write about in that paragraph. Rather than doing this, focus on the context, themes, symbols and conventions particular character(s) feature in throughout the text.

ensure your topic sentence clearly indicates what you will discuss in your paragraph
check to make sure your topic sentence is an idea that stems from your contention
avoid character based topic sentences and focus on the themes these characters are utilised to explore

The key to adhering to the prompt presented to you is f orming a relationship between the material given to you, your adopted contention and the topic sentences which headline your evidence and justification. Think of the prompt as the avenue through which to form your overall stance. Your contention is the basis of the entirety of your essay. Your topic sentences are opening statements written with the purpose of helping you develop a discussion that follows your contention that is in relation to the prompt. When your text response has evidence of this not only will you present an essay that closely addresses the prompt, but your work will reflect your thoughts, in a manner which efficiently enables you to show off your skills.

We’ve all been doing Text Response essays from as young as Year 7. At this point in VCE, we should be feeling relatively comfortable with tackling themes and characters in our essays. However, the danger with just discussing themes and characters is that we often fall into the trap of simply paraphrasing the novel, or retelling the story. So how do we elevate our essays to become more sophisticated and complex analyses that offer insight?

Before reading on, make sure you've read our Ultimate Guide to VCE Text Response .

An important distinction to be aware of is that the expectation of Year 11 English was geared more toward themes and characters. However in Year 12, teachers and examiners expect students to focus on the author’s construction of the text . By keeping in mind that the text is a DELIBERATE CONSTRUCTION, this can help eliminate retelling. A good guideline to follow is to include the author’s name at least once every paragraph.

Some examples are:

- (author) elicits

- (author) endorses or condemns

- (author) conveys

Move beyond talking about character and relationships. How are those characters used to explore ideas? How are they used to show readers what the author values?

To explore the text BEYOND characters, themes and ideas, tackle the following criteria:

Social, cultural and historical values embodied in text

In other words, this means the context in which the text was written. Think about how that influenced the author, and how those views and values are reflected in the text. How does the author create social commentary on humanity?

For a more in-depth look into this issue and how to get it right in your essays, read Context and Authorial Intention in VCE English .

Linguistic structures and features

These involve the author’s use of symbols, metaphors, subtext, or genres. Consider why the author chose those particular words, images or symbols? What effect did it evoke within the reader? What themes or characters are embodied within these literary devices? Metalanguage is essential in VCE essays, so ensure you are confident in this field.

If the text is a film, it’s important to include why the director chose certain cinematography techniques . Comment on the mise-en-scene, camera angles, overview shots, close ups, flashbacks, soundtrack, to name a few. Or if it’s a play, examine the stage directions. These contain great detail of the author’s intentions.

How text is open to different interpretations

“While some may perceive… others may believe…” is a good guideline to follow in order to explore different angles and complexities of the text.

Skilful weaving in of appropriate quotes

This is how to create a well-substantiated essay. To weave in textual evidence, don’t simply ‘plonk’ in sentence long quotes. Instead, use worded quotes within your sentences so the transition is seamless.

Do you know how to embed quotes like a boss? Test yourself with our blog post here .

Strong turn of phrase

Ensure your essay is always linked to the prompt; don’t go off on an unrelated tangent. Linking words such as “conversely” or “furthermore” increase coherence within your essay. Begin each paragraph with a strong topic sentence, and finish each paragraph with a broader perception that links back to the topic and the next paragraph. To see what this looks like in practice, check out What Does Improving Your English Really Look Like? for multiple sample paragraphs.

This is also where having a wide range of vocabulary is crucial to presenting your ideas in a sophisticated manner. Create a word bank from assessor’s reports, sample essays, or teacher’s notes, and by the end of the year you’ll have an extensive list to choose from. Also, referring to literary devices contributes to a great vocabulary, exhibiting a strong turn of phrase!

Consider the topic

What does it imply? Find the underlying message and the implications behind the prompt. There is always tension within the topic that needs to be resolved by the conclusion of your essay. A must-know technique to ensure you actually answer the prompt is by knowing the 5 types of different essay topics, and how your essay structure changes as a result. The How To Write A Killer Text Response ebook is a great way to learn how to identify the type of essay topic you have in front of you immediately, and start writing an A+ essay.

Finally, simply enjoy writing about your text! It will help you write with a sense of personal voice and a personal engagement with the text, which the teachers and assessors will always enjoy.

David Malouf’s Ransom and Stephan Frears’ The Queen was a brand-new text pairing added to the study design in 2020. It is a unit with many nuances and intricacies to discuss, making it a perfect pairing to unpack in an essay topic breakdown!

For some context, backstory and a plot summary of both Ransom and The Queen , head to an earlier post Understanding Ransom and The Queen . This may help with your understanding of the essay prompt later in this post. And if you need a refresher on what the Comparative is, see our Ultimate Guide to VCE Comparative .

Overall, both Ransom and The Queen overlap fairly heavily in terms of key themes, ideas and messages. Even if you haven’t watched The Queen or read Ransom yourself, the essay topic I have chosen can give you an idea of how to seamlessly integrate such thematic overlaps and similarities into your own writing, whilst also acknowledging the differences in both texts.

Breaking Down the Prompt: THINK

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

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

Step 1: A nalyse

Step 2: B rainstorm

Step 3: C reate a Plan

The Essay Prompt:

'it is true that the gods made me a king, but they also made me a man, and mortal.' – Priam (87-88)

'Your Majesty, there’s a last minute addition from Downing Street. They’re suggesting adding and as a grandmother here.' – Janvrin (Script, 87th Minute)

How do both texts explore the tensions that are created between a person’s public and private life?

Step 1: Analyse

This prompt is both a quote-based, and a how-based prompt (learn more about the five types of prompts here). This means that the examiner wants us to explain how the text creators (Frears and Malouf) convey tensions between one’s public and private life, using the quote to help us do so.

Step 2: Brainstorm

First, let’s break down the prompt part of the essay question. Here, the keywords are:

‘tensions’ - we have to focus on the contrast, and the hardships, that stem from the characters in both texts as they juggle their roles as leaders and individuals of their own accord. These difficulties are explored in more detail in an earlier LSG blog Ransom and The Queen.

‘public and private lives’ - invites us to consider the individuals in both texts, specifically leaders such as Queen Elizabeth and Priam, who have distinctly different public and private personas. Specifically, we want to focus on how the differences that arise between these two ‘lives’ suggest that compromises must be made in order for leaders to perform their role to its greatest potential.

Now it’s time to break down the quote itself!

Both the quotes from Ransom and The Queen illustrate points of tension in the lives of leaders.

Priam’s quote occurs toward the climax of Ransom . The examiner is directing you to discuss how being ‘a man’ , and therefore seemingly unremarkable in nature, challenges Priam’s existence as a ‘king’ , thus creating a point of tension in his reign.

Similarly, Janvrin’s quote also highlights how being a ‘grandmother’ is a role that must be performed by Queen Elizabeth in conjunction with her existence as the Queen of England. Yet, the inclusion of ‘Downing Street’ in this quote also moves you to consider how the queen’s own private affairs, such as Diana’s death, must be handled in conjunction with an outside team such as Tony Blair as British Prime Minister, thus entangling both her public and private personas.

Through both quotes, it is evident that when responding to how Frears and Malouf explore tensions in their respective texts, you should analyse the key characters of each text and their roles as both leaders and individuals in their own right.

I’ve grouped my ideas in a logical order so you can easily identify how each idea relates to my essay plan in Section C. During your own brainstorming, this will be difficult to achieve, so just keep in mind that you don’t need a logical layout of ideas until the planning stage!

At the beginning of both texts, each protagonist fails to recognise and adequately perform their role as a ‘man’ and ‘grandmother’ respectively, due to their duties as a leader. This leaves them out-of-touch with the people around them, suggesting that being a leader can negatively impact one’s relationships with those they care about most.
Priam refers to himself as ‘mortal’ in the prompt, revealing his own vulnerability. Furthermore, the inclusion of ‘Downing Street’ encourages discussion surrounding Tony Blair and his role as a public figure. In both cases, these men express their emotions to their people and those closest to them, leaving them open to backlash and criticism of their authority as leaders.
For Queen Elizabeth, expressing her grief ‘as a grandmother’ allows her to connect emotionally to her people and regain their support, whilst for Priam, appearing to Achilles simply as ‘a man’ enables him to return to Troy both successful in his mission and respected by his people. This reveals that leaders should not let their public and private lives evoke tension, but rather should harness elements of each respective realm to build a modern, effective and relatable leadership style.

Step 3: Create a Plan

By dissecting the prompt’s keywords and briefly analysing the quote and its meaning, I have come up with three main points:

Paragraph 1: In both texts, Frears and Malouf suggest that in allowing themselves to be controlled by their public personas, leaders may struggle to connect with both their people and their own families

Ransom : Somax is initially unable to connect with Priam due to his adherence to royal protocol and tradition
The Queen : Queen is unable to provide emotional support to her grandsons following their mother’s death, due to her own stoicism and emotionally distant nature

Paragraph 2: Yet, in revealing an aspect of their personal lives, leaders risk compromising their public authority

Ransom : When Priam breaks protocol and leaves the walls of Troy, the Trojan people question the strength and competence of their leader
The Queen : Tony Blair’s unconventional style means he initially fails to gain respect from the Royal Family, despite being elected British Prime Minister

Paragraph 3: This delicate balance between one’s public and private lives is achieved most successfully when leaders reveal an element of their private selves and make themselves vulnerable and relatable to their people.

Ransom : Priam recognises the importance of being a father as well as a leader, allowing him to bury Hector’s body whilst retaining respect and admiration from his people
The Queen : By adopting Blair’s suggestions and addressing the British people in an honest, vulnerable way, Queen Elizabeth is able to regain their trust and respect.

Stephen Frears’ film The Queen , set in contemporary England, and David Malouf’s novel Ransom , taking place in Ancient Greece, both explore the concept that one’s public identity can create tensions between their ceremonial constructed persona, and their own private identities. In both texts, Frears and Malouf (1) suggest that in allowing themselves to be controlled by their public personas, leaders may struggle to connect with their people, and their own families. Yet, in revealing an aspect of their own lives, they may also risk compromising their own public authority. This delicate balance between one’s public and private lives, therefore, is conveyed throughout Ransom and The Queen to be achieved most successfully when leaders reveal an element of their private lives and make themselves both vulnerable and relatable to their people, harnessing aspects of both their public and private lives in order to confidently perform their roles to the greatest extent possible. (2)

Annotations (1) Make sure to refer to the author/director in your introduction and continually throughout your essay. This helps to ensure you are considering their purpose and its intended effect/message to the audience (see Views and Values for more on this).

(2) This is where I have included the broader implications of the topic – it will be my final paragraph where I somewhat challenge the prompt

In both Ransom and The Queen , leaders that allow themselves to be dictated by their public identities and subsequent rules, protocols and expectations, are portrayed to express difficulty in connecting with their constituents and their own families. In The Queen , Queen Elizabeth finds comfort in placing 'duty first, self second', as in performing in her role as a monarch for many years, she foregrounds such identity over her ability to connect personally with those around her. However, this struggle to formulate intimate connections is conveyed by Frears (3) to, at times, be at her detriment. Upon meeting the Royal Family, Cherie Blair, who symbolises the wider British society (4) , describes that family as 'a bunch of free loading, emotionally retarded nutters'. This blunt description serves to indicate that in acting according to 'how [she] was brought up' and 'all [she’s] ever known', the queen compromises her public image and relatability to her people. In a similar manner, in Ransom , Somax describes only having 'seen King Priam at a distance…he is surprised at how old he looks', clearly illustrating the emotional and physical distance between the king and the people of Troy. Such distance is portrayed by Malouf to not only affect the way the people view their king, but also the manner in which Priam himself is able to formulate and express basic human emotions, as 'royal custom – the habit of averting his gaze', initially prevents him from connecting with Somax on a more intimate level. Through this, both Malouf and Frears highlight how, (5) in allowing themselves to be consumed by their roles as leaders, both Priam and Queen Elizabeth have sacrificed their ability to truly connect and engage with those around them, leaving them out-of-touch with the same people they govern. However, this lack of connection is also shown to extend to their families, as the queen is pictured by Frears to be physically disconnected with her own grandsons. Upon learning of Diana’s death, Prince Charles is depicted delivering the news to his sons, whilst the queen watches on from the corridor, as Frears uses a mid-shot with the door frame obstructing the audience’s view of Queen Elizabeth herself. This can be seen to symbolise (6) the ‘barricade’ between the queen and her own family, as her role as monarch separates her from those she loves. (7) In a similar manner, Priam’s only recollection of the birth of his son is 'recall[ing] a series of small squalling bundles', as his 'role…to hold myself apart in ceremonial stillness' directly prevents him from understanding, and becoming involved with his family, emotionally distancing himself from his own sons. Consequently, Frears and Malouf convey to their audience that the role of being a leader can negatively impact upon one’s relationship with others, serving as a constant burden and barrier to achieving intimate emotional connections.

Annotations (3) In writing ‘conveyed by Frears’ as opposed to ‘conveyed’ I am trying to demonstrate that I am aware the film is a construction made by a director (in this case Frears) for a purpose – he is trying to communicate with the audience through the actions of his characters. See LSG’s Views and Values blog post or How To Write A Killer Text Response (the Views and Values section) for more on this.

(4) In this case, I am attempting to go ‘beyond’ what is simply portrayed in this scene and incorporate the setting of the text – in this case, highlighting my awareness of the time and place in which the film is set (i.e. context ). While aimed at Literature students, this blog on context is helpful as it walks you through some contextual aspects you should consider.

(5) This is one of the main ways I would link my two ideas in Year 12, and draw ‘mini conclusion’ or a link (think of the TEEL structure ) back to the topic. Yet, in beginning with ‘Malouf and Frears’, I am keeping the purpose of each text central to my link.

(6) When using film techniques , try to analyse their meaning. Rather than simply stating ‘Frears uses a mid-shot’, tell your assessor WHY he does this and what its intended effect is on the audience. This not only acts as a form of ‘textual evidence’ but also demonstrates your understanding of the text itself.

(7) In this sentence, I have tried to draw connections between the physical world and the author’s purpose in portraying the isolation of the British Royal family. Here, I’m referring to the ideas, views and values of the author/director.

On the other hand, however, in revealing one’s private life and expressing humility, leaders are also shown to risk their public authority. In Ransom , Priam becomes determined, following the death of Hector, to try 'something impossible. Something new' and allow for an element of vulnerability to be expressed, in order to successfully ransom his son’s body. Such an unusual, unconventional method of leadership, however, is depicted to take the people of Troy by surprise, as they witness their leader dressed 'in plain white' (8) , stripped of his former royal gown. Therefore, the Trojans, who 'crowd the ramparts of the city' and 'line the walls of Troy' each day, in an attempt to view and 'cheer' their leader, 'do not know how to react' upon viewing Priam in such a common, ignoble state, reconsidering the way in which they regard and respect him. In a similar manner, in The Queen , Tony Blair is a Prime Minister whose ‘unconventional' style of leadership is seen to initially unnerve the Royal family. Upon being elected, Blair is described in a montage scene (9) to be a 'wonderful new Prime Minister…a compassionate young man…such a breath of fresh air', a different style of leader to previous Prime Ministers whom the queen previously worked with. The description of Blair as a 'compassionate young man' is significant as such compassion, combined with his youth, acts as a deterrent for the Royals in showing him respect as a leader, taken aback by his unusual views and values. Consequently, upon the death of Diana, although Blair attempts to advise Queen Elizabeth on behalf of the British People, Prince Phillip declares 'who does he think he’s talking to? You’re the sovereign. The head of state. You don’t get dictated to' clearly symbolising their lack of respect and willingness to consider Blair’s perspectives and ideas. In this way, Frears highlights how, in adopting an unconventional style of leadership, those in power may struggle to gain the respect of others around them, particularly their fellow leaders, with the Queen Mother’s statement of 'silly Mr Blair and his Cheshire cat grin' clearly portraying Tony Blair’s lack of authority within the Royal Family. Whilst, in Ransom , the people of Troy struggle to come to terms with Priam’s own change in his leadership style, wondering 'is the king deserting them?', those in The Queen are seen to accept Blair’s leadership style, evident through his 'landslide victory', as, unlike the people of Troy, they are seen to be open to a more progressive form of leadership. In both texts, however, Frears and Malouf demonstrate that leaders who illustrate an element of vulnerability, such as Priam and Tony Blair, may struggle asserting their authority over those with more traditional standards and views, such as the Trojan people and the Royal Family, and thus sacrifice an element of their public image and reputation.

Annotations (8) This is a brief quote – these are useful to ‘replace’ your own words. It ensures you are remaining relevant in your analysis (aka not going off track!!) and acts as a way to ‘show off’ to your assessors that you know your text. However, as these quotes are so simple, I would rarely go into depth with my analysis of them – save this for your longer quotations.

(9) Although naming the scene as a ‘montage’ isn’t entirely necessary in this case, it shows the assessor that you remember where this scene takes place and gives a bit of context , further achieving that first criterion.

Yet, both David Malouf and Stephen Frears examine the notion that in revealing an element of their private life and making themselves vulnerable, a leader may be able to become more relevant, thereby easing the tension between their public and private personas (10). In The Queen , Queen Elizabeth’s adamant refusal to 'dance to their tune' and abide by the requests of her people leads her to proclaim 'I don’t think I have ever been hated like that', with Frears’ depiction of her crying outside Balmoral evident of her realisation that she needs to adapt to the 'change…shift in values' occurring among her constituents. This private expression of vulnerability by Elizabeth is the catalyst for her change in leadership style, with the setting of Balmoral itself, and subsequent events that take place there, symbolising the ability for leaders to harness an element of their personal lives and use it to adapt and connect with their people. In a similar manner, Priam’s declaration that coming to Achilles 'as a man of sorrow' gives him the 'chance to break free of the obligation of always being the hero' highlights Malouf’s view that, at times, leaders must 'break free' of the overwhelming 'obligation[s]' of their public life in order to achieve their objectives and desires within the private sphere. Priam’s realisation that the 'gods made me…mortal' (11) and subsequent appearance as 'a man of sorrow' allow him to successfully bury the body of his son, as he places his identity as 'a man' at the forefront. Priam’s ability to use his emotion in order to fulfil the desires of both him, as 'a father', and the wider people of Troy in allowing their most esteemed warrior to receive a proper burial, is mirrored in The Queen , where Queen Elizabeth adopts the use of emotion to regain the respect of British society. In returning from Balmoral, the queen directly interacts with the people outside Buckingham Palace, with Frears using a long shot to capture the extremely large numbers that had gathered outside the palace gates to emphasise the scale of public sorrow occurring. The queen’s interaction with her people, combined with her public address 'as a grandmother' (12) , symbolises the way in which she was able to harness her identity both 'as your queen, and as a grandmother' to appeal to her people, gain their respect, and successfully lead them through an unprecedented, tumultuous event, thus easing the strain between her public and private personas. Likewise, Priam’s claim 'that the gods made me a king, but also made me a man' (13) highlights that he too has developed an understanding that in order to lead most successfully, one must express an element of vulnerability and humility, allowing for the people to emotionally connect and relate to those whom they admire. Therefore, both Malouf and Frears highlight that expressing elements of their private lives through their public identities is a method most effective in gaining leaders the respect and admiration they crave, as those they lead are able to find an element of commonality and relatability within such esteemed individuals.

Annotations (10) Here is where I begin to go beyond simply the limitations or ‘obvious’ points made in the prompt and consider its wider implications. One strategy I used to help plan and write these paragraphs in Year 12 was to ask myself ‘Why is this a topic? What is the author/director trying to tell me as a member of the audience?’ It usually helps to closely consider the author’s purpose , thus ensuring you achieve a coherent and comprehensive analysis.

(11) Here, I am using part of the quote in the prompt to serve as evidence and back up my point regarding Priam’s combination of both his public and private identities. See How To Embed Quotes in Your Essay Like a Boss to learn how to seamlessly include quotes in your writing.

(12) It is here where I have used the quote from the prompt to influence my reasoning and my overall argument.

(13) Now I am moving on to explain the significance of the quote in the prompt.

Ultimately, both The Queen and Ransom explore the various tensions that can occur throughout the public and private lives of leaders, and their need to grapple with and understand such a concept in order to perform their duties most effectively. Whilst being constrained by one’s public persona may create emotional distance between an individual and those around them, in revealing an element of vulnerability, both texts illustrate that leaders risk losing respect and authority within public society. However, Frears and Malouf suggest that despite the difficult balance between one’s public and private lives, in order to lead most effectively, esteemed individuals should not allow each respective realm to create tension and unease, but rather harness elements of both their intimate and public personas in order to create a modern, effective and relatable leadership style (14) .

Annotations (14) My final sentence aims to focus on the ‘bigger picture’. Think of this as your ‘mic drop moment’ – you want to finish your essay with an overall statement that touches upon the author’s expressed or implied point of view. 5 Tips for a Mic-Drop Worth Essay Conclusion will help you nail your conclusion.

Throughout this essay, I have implemented the CONVERGENT and DIVERGENT strategy to help me discuss insightful points of similarity and difference. This is particularly important when it comes to essay writing, because you want to know that you're coming up with unique comparative points (compared to the rest of the Victorian cohort!). I don't discuss this strategy in detail here, but if you're interested, check out How To Write A Killer Comparative .

If you found this helpful and you’d like to dive deeper into this text pairing, see A Killer Comparative Guide: Ransom & The Queen. In this guide you'll learn unique points of comparison, we'll teach you how to think like a 45+ study scorer through advanced discussion on topics like literary and cinematic techniques, and we give you 5 A+ sample essay fully annotated!

Theme vs. Motif vs. Symbol

Themes, motifs and symbols are different kinds of narrative elements - they’re parts of a story that help to shape its overall effect. However, even though they’re words we use all the time in our English studies, it isn’t always easy to tell the difference!

This post will take you through some definitions , give you some examples and show you how you can use them in essays too. Let’s start with the broadest of the three…

What Is a Theme?

A theme is an idea or a subject that an author wants to explore. Themes appear throughout a work, and they’re often abstract ideas rather than concrete images that you can explicitly identify. Themes usually appear in interactions: for example, a parent reuniting with a child might evoke the theme of parenthood or family, an experience of discrimination might evoke the theme of prejudice or racism, a character facing a difficult choice might evoke the theme of morality or conflict, and so on. As you might be able to see, themes can require us to read between the lines because they are usually implied.

What Is a Motif?

A motif is something a bit more specific. Rather than an abstract idea, we’re looking for a concrete object (usually physical items, but also potentially sounds, places, actions, situations or phrases) that returns time and time again throughout a text. This repetition of motifs helps to create structure for a text - it can tether parts of the story to or around a central image. Because motifs are often linked to a theme , they can also serve as a reminder of that theme’s importance. For example, if the central theme was family or parenthood, the author might create a bird’s nest outside a character’s room; as we watch the bird and the chicks grow throughout the text, parallels are also drawn back to the theme.

What Is a Symbol?

You can think of symbols as motifs minus the repetition . It’s the more default word we use when referring to an object that represents an idea, and unlike a motif, symbols only need to appear once to have an impact. They can simply tell us more about a character or situation in that instant, at that specific time, rather than being a parallel or recurring throughout a text. However, they’re still identified in a similar way to motifs: symbols are also concrete objects and they’re still connected to themes.

Examples of Themes, Motifs and Symbols

Here are some text-specific examples for a closer look at these terms:

Check out our Macbeth , Rear Window and The Great Gatsby blog posts for more on these texts. If you’re studying other texts, have a look at our list of text guides in The Ultimate Guide to Text Response .

Identifying and Using Themes

Themes usually come across in interactions , and a possible first step to identifying them is thinking about if an interaction is good or bad, and why. For example:

In Rear Window , one of the neighbours berates everyone else for failing to notice their dog’s death.

This is a bad interaction because:

a dog dying is never any good
it tells us that none of these neighbours are looking out for or really care about each other
someone may have killed the dog

The theme we might identify here is duty. The film might suggest that we have a duty to look out for our neighbours (without sacrificing their privacy) or to do our part to keep the neighbourhood safe from potential criminals.

Another example might be:

In The Great Gatsby , the Sloanes invite Gatsby over for dinner without really meaning it.

it tells us how nasty the Sloanes are
Gatsby still seems to be a misfit despite his wealth
Tom is at best complicit in the Sloanes’ insincerity

The themes here might be society, wealth and class . This interaction shows us where these characters really stand with regard to these categories or ideas. Because he is ‘new money’, Gatsby cannot understand or fit in with the cruel and disingenuous customs of ‘old money’.

Most interactions in a text will fit into a theme somewhere, somehow - that’s why it’s been included in the story! Try to identify the themes as you go , or maintain lists of interactions and events for different themes. Because themes are so broad, they’re useful for guiding your understanding of a text, particularly as you’re reading it. They also provide a great foundation for essay planning since you can draw on events across the text to explore a certain theme.

Identifying and Using Motifs & Symbols

While themes can generally appear in texts without the author needing to make too much of an effort, motifs and symbols have to be used really consciously . A lot of interactions might just be natural to the plot, but the author has to take extra care to insert a symbol or motif into the story.

To identify either, pay attention to objects that might feel unusual or even unnecessary to the scene at first - from the examples above, Gatsby showing Daisy his shirts might seem like a strange detail to include, but it’s actually an important symbol in that moment. Then, you go into the brainstorming of what the object could represent - in this case, Gatsby’s newfound wealth. Symbols in particular often appear at turning points : the relationship between two characters might take a turn, an important sacrifice might be made or perhaps someone crosses a point of no return - all of these are potential plot points for the author to include symbols. For motifs , look more for repetition . If we’re always coming back to an image or an object, like Daisy’s green light or Lisa Fremont’s dresses, then it’s likely that image or object has significance.

Symbols and motifs can be more subtle than themes, but they will also help to set your essay apart if you find a way to include them. You’d usually include them as a piece of evidence (with or without a quote) and analyse what they tell us about a theme. For example:

‍ On the surface, Gatsby appears to be financially successful. Over several years, he has acquired many material belongings in order to demonstrate his great wealth. For example, Fitzgerald includes a scene featuring Gatsby tossing his many ‘beautiful’ shirts onto Daisy, who sobs as she admires them. This display of wealth represents the superficial natures of both characters, who prize material belongings over the substance of their relationship.

You don’t need a quote that’s too long or overpowering ; just capture the essence of the symbol or motif and focus on what it represents. This is a really good way to show examiners how you’ve thought about a text’s construction, and the choices an author has made on what to include and why. To learn more about text construction, have a read of What Is Metalanguage?

Updated 19/01/2021

After Darkness is currently studied in VCE English under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

1. Introduction (Plot Summary) 2. Characters and Development 3. Themes 4. Narrative Conventions/Literary Devices 5. Sample Paragraphs 6. Additional Essay Prompts and Analysis Questions to Consider 7. Tips

1. Introduction (Plot Summary)

Christine Piper’s historical fiction, After Darkness deals with suppressed fragments of the past and silenced memories. The protagonist, Dr Ibaraki, attempts to move forward with life whilst also trying to hide past confrontations as well as any remnants of his past wrongdoings and memories. The text consists of three intertwined narrative strands – Ibaraki’s past in Tokyo in 1934, his arrival in Broome in 1938 to work in a hospital there, and his arrival in a detainment camp in Loveday (South Australia) in 1942 after the outbreak of war.

2. Characters and Development

4. Narrative Conventions/Literary Devices

‘a mallee tree’ - Aboriginal word for water which symbolises purity, source of life 'if it’s hit by bushfire it grows back from the root with lots of branches, like all the others here. It’s a tough tree. Drought, bushfire…it’ll survive almost anything…I was struck by the ingenuity of the tree in its ability to generate and create a new shape better suited to the environment.'
The tag with 'the character ko…[with] its loop of yellowed string...The knot at the end had left an impression on the page behind it: a small indentation, like a scar.'

Simile/Imagery:

'Felt like hell on earth'
'The hollow trunks of dead trees haunted its edges like lost people' - Can also link to the landscape narrative convention
'The scene was like a photograph, preserving the strangeness of the moment.'

Description of the hospital atmosphere where the patient next to Hayashi laid

'Only the windows were missing, leaving dark holes like the eyes of an empty soul'
'The photos reached me first. I leafed through the black and white images: swollen fingers, blistered toes, blackened faces, and grotesque, rotting flesh that shrivelled and puckered to reveal bone. The final photo depicted a child’s chubby hands, the tips of the fingers all black.' - Also foreshadowing death of his and Kayoko’s child

Pathetic Fallacy:

'That afternoon, the sky darkened, and the wind picked up…making the world outside opaque.'
Middlemarch (book) which symbolises Ibaraki and Sister Bernice’s friendship as Bernice was left behind
Robinson Crusoe
'Being able to conduct research in this way has delivered unparalleled knowledge, which we’ve already passed on to the army to minimise further loss of life.'
'You haafu fools don’t deserve the Japanese blood in you!'
'You bloody racist!'
'You fucking Emperor-worshipping pig...!'
'Haafu' - Derogatory, racism term used to define those who are biracial (half Japanese):

An interpretation of the language use throughout the text could be Piper’s way of humanising the Japanese people to her readers and notifying them that they also have their own culture and form of communication

Another interpretation of the language use is to show that both the Australians and Japanese are just as cruel as each other because they show no respect to one another and use language in such a brutal way

Ibaraki represents that divide where he can speak both languages, yet still, cannot voice his own opinion or stand up for himself (link to theme of silence)

Personification:

'The void seemed to have a force of its own, drawing the meaning of the words into it.'
'The engine coughed into life.'

Foreshadowing:

'snow was falling as I walked home from the station – the first snow of the season.' - Foreshadowing the storm about to come in his life
'A black silhouette against the fallen snow.' - Foreshadowing Kayoko’s death

5. Sample Paragraphs

'But as soon as you show a part of yourself, almost at once you hide it away.' Ibaraki’s deepest flaw in After Darkness is his failure to reveal himself. Do you agree?

Introduction

Christine Piper’s historical fiction, After Darkness explores the consequences that an individual will be forced to endure when they choose to conceal the truth from their loved ones. Piper reveals that when a person fails to reveal themselves, it can eventually become a great obstacle which keeps them from creating meaningful and successful relationships. Additionally, Piper asserts that it can be difficult for an individual to confront their past and move completely forward with their present, especially if they believed their actions were morally wrong. Furthermore, Piper highlights the importance of allowing people into one’s life as a means to eliminate the build-up the feelings of shame and guilt. ‍

Body Paragraph

Piper acknowledges that some people will find it difficult to open up to others about their past due to them accumulating a large amount of regret and guilt over time. This is the case for Ibaraki as he was involved with the ‘experiments’ when he was working in the ‘Epidemic Prevention Laboratory', in which Major Kimura sternly told him to practise ‘discretion and not talk ‘about [his] work to anybody'. The inability to confide in his wife or mother after performing illegal and mentally disturbing actions causes him to possess a brusque conduct towards others, afraid that they will discover his truth and ‘not be able to look at [him] at all'. His failure to confess his past wrongdoings shapes the majority of his life, ruining his marriage and making him feel the need ‘to escape’ from his losses and ‘start afresh'. He eventually lies to his mother by making her believe that he ‘had gone to Kayoko’s parents’ house’ for the break, avoiding any questions from being raised about his job. As a consequence, he fails to tell his family about his horrid past suggesting that he has accepted that ‘[his] life had become one that others whispered about'. Juxtaposed to Ibaraki’s stress relieving methods, Kayoko confides in her mother after she receives news of her miscarriage, highlighting that when one willingly shares their pain with loved ones, it can release the burden as well as provide them with some assistance. In contrast to this, Ibaraki’s guilty conscience indicates that he will take ‘the secret to his grave', making it extremely difficult for people he encounters to understand him and form a meaningful connection with him. Nonetheless, Piper does not place blame on Ibaraki as he was ordered to keep the ‘specimen’ business hidden from society, thereby inviting her readers to keep in mind that some individuals are forced by others to not reveal their true colours for fear of ruining a specific reputation.

Throughout the journey in After Darkness , Piper engendered that remaining silent about one’s past events that shapes their future is one of the deepest flaws. She notes that for people to understand and form bonds with one another, it is extremely important to reveal their identity as masking it only arises suspicions. Piper postulates that for some, memories are nostalgic; whereas, for others it carries an unrelenting burden of guilt, forcing them to hide themselves which ultimately becomes the reason as to why they feel alone in their life.

6. Additional Essay Prompts and Analysis Questions to Consider

Analyse the role of silence in After Darkness . Compare the ways in which the characters in the text utilise or handle silence. What is Piper suggesting about the notion of silence?
Discuss the importance of friendship in the text. What is it about friends that make the characters appear more human? How can friendship bolster development in one’s character?
Racism and nationalism are prominent themes in the text. How are the two interlinked? Explore the ways they are shown throughout the text and by different characters. Is Piper indicating that the two always lead to negative consequences?
Analyse some of the narrative conventions (imagery, simile, metaphor, symbols, motifs, landscapes, language, etc.) in the novel and what they mean to certain characters and to the readers.
Explore the ways in which the text emphasises that personal conscience can oftentimes hold people back from revealing their true thoughts and feelings.
Character transformation (bildungsroman) is prevalent throughout the text. What is Piper suggesting through Ibaraki’s character in terms of the friendships and acquaintances he has formed and how have they impacted him? How have these relationships shaped him as a person in the past and present? Were such traits he developed over time beneficial for himself and those around him or have they caused the destruction of once healthy relationships?

If you'd like to see how to break down an essay topic, you might like to check out our After Darkness Essay Topic Breakdown blog post!

Be sure to read as many academic articles as you can find in relation to the text in order to assist you with in-depth analysis when writing your essays. This will help you to stand out from the crowd and place you in a higher standing compared to your classmates as your ideas will appear much more sophisticated and thought-out.
Being clear and concise with the language choices is such a crucial factor. Don’t over complicate the ideas you are trying to get across to your examiners by incorporating ‘big words’ you believe will make your writing appear of higher quality, because in most cases, it does the exact opposite (see Why Using Big Words in VCE Essays Can Make You Look Dumber ). Be careful! If it's a choice between using simpler language that your examiners will understand vs. using more complex vocabulary where it becomes difficult for the examiners to understand what you're trying to say, the first option is best! Ideally though, you want to find a balance between the two - a clearly written, easy to understand essay with more complex vocabulary and language woven into it.
If there is a quote in the prompt, be sure to embed the quote into the analysis, rather than making the quote its own sentence. You only need to mention this quote once in the entire essay. How To Embed Quotes in Your Essay Like a Boss has everything you need to know for this!

If you'd like to see sample A+ essays complete with annotations on HOW and WHY the essays achieved A+, then you'll definitely want to check out our After Darkness Study Guide ! In it, we also cover advanced discussions on topics like structural features and context, completely broken down into easy-to-understand concepts so you can smash your next SAC or exam! Check it out here .

Here’s how to get ahead of this brand new VCE English Unit.

What Is ‘Creating Texts’?

If you’re in Year 12 this year, chances are you will begin studying the Creating Texts Area of Study very soon (if you haven’t started already). This new AoS in the 2024 study design has essentially expanded and replaced the previous study design’s approach to creative writing, now placing a greater focus on the process of creating texts and embracing multiple forms of writing.

Here’s what the study design states the outcome of this unit is:

‘On completion of this unit the student should be able to demonstrate effective writing skills by producing their own texts, designed to respond to a specific context and audience to achieve a stated purpose; and to explain their decisions made through writing processes.’ (VCAA English Study Design, 2024-2027)

So, while before VCAA did not place a heavy focus on this unit, now it is heavily emphasised, being one of the three sections of the English exam. Now, more so than before, you are required to write – even if just a little bit – creatively.

Given that Creating Texts is now reflected in the end-of-year exam, it is very important to nail it. And to do that, you first need to know what this Area of Study is all about.

Framework of Ideas

A big part of this AoS is the Framework of Ideas , which provides students and, perhaps most importantly, schools, with thematic guides to encourage discussion and unique writing. The study design states:

‘ The Framework of Ideas presents four broad ideas through which students can engage with writing’.

Here’s what they are, as directly taken from the study design:

Writing about country: 'Exploration of place and belonging'

You can also explore ideas of one’s sense of national belonging, the climate crisis, colonisation and decolonisation, and different forms of cultural identities in relation to the land. Aboriginal and Torres Strait Islander perspectives can also be addressed.

Writing about protest: 'Explorations of conflict and contest, what it means to protest, the value of protest, the outcomes of protest, personal stories of protest, struggle and war'

For this framework, you can dive deep into prominent figures who spearheaded social movements through protests, or you can look at protest more broadly and investigate its role and effectiveness within society, the history of protest and its many facets.

Writing about personal journeys: 'Explorations of ‘life’ or biographical explorations'

Ideas surrounding the importance of storytelling and personal change, and invitations for students to create autobiographical written pieces are also outlined in the study design.

Writing about play: 'Explorations of experiences and traditions of play and playing in many cultures and through history'

This framework also invites thought into how play intersects with technology, the role of play and make-believe in our daily lives, and even how performance and social media may influence how we view the world today.

NOTE: The study design also offers many other possible ways to explore these ideas, so make sure to check it out and read it carefully. It can be found HERE .

As you can see, the ideas within the frameworks are very broad. This was intentionally done, so that you have ample opportunity to find something within those ideas that engage you. Your school will choose only one of these frameworks, so you are in no way expected to dissect all four – that would be a huge undertaking!

Mentor Texts

There are also four mentor texts for each framework, which range from TED Talks, blog posts, short stories, speeches and argumentative articles, to name a few. Their purpose in the curriculum is to serve as examples of effective writing, as the selected texts show a competent understanding of context, purpose and audience , as well as confident use of textual features such as tone, vocabulary and authorial voice. This is similar to what you might have encountered in Year 11, where you were asked to read and analyse a range of creative texts to then inform your own writing.

When studying your mentor texts, make sure to keep all of this in mind and carefully analyse each text and what is successful about them in relation to your framework. This will make your life much easier when it comes to writing your own.

If you don’t feel very confident in creating texts or think these frameworks are very broad and hard to come up with good ideas for, just remember that you’re not going into this unit completely blind, neither are you expected to write completely from scratch.

Besides your experience last year, your given framework and mentor texts are there to provide a guide to effective writing and introduce you to many different ideas, so make sure to use them to your advantage! Besides, having more freedom in a creative writing task should definitely be viewed as a benefit rather than a hindrance.

Oh No! Does This Mean I Have To Write a Narrative?

No, it doesn’t! If the aforementioned formats of the mentor texts were any indication, this AoS encourages you to embrace the variety of different writing styles.

When before you might have been required to write within a narrative format or asked to ‘fill a gap’ in an already existing short story, now you have the freedom to write in whatever way you want, and it does not need to be a narrative, let alone fictional storytelling.

In the context of the Creating Texts AoS, ‘creative writing’ does not only equate to creating fictional characters, worlds and narratives. Instead, it gives way to the many other forms of writing that show off a writer’s creativity, which is not solely dependent on what is written, but also how and why the text has been written. This links back to the context, purpose and audience idea I talked about before.

The study design also heavily focuses on the process of writing and experimentation and not just the final draft. This AoS is your chance to fully immerse yourself in writing, so you should make sure to brainstorm and try new modes of writing you might not have thought of before. You might end up surprising yourself and coming up with great texts!

So, here’s a non-exhaustive list of writing styles you can choose to tackle:

Your classic narrative or short story
Argumentative article
Transcript of a Podcast episode
Poetry/Song (just remember you are not allowed to write in these formats for the Exam!)
Reflective essay
Biographical texts

You may find that, as you work through the unit, some formats may be more effective than others depending on your framework, chosen audience, chosen tone or even just your personal preference. For example, writing in a blog post format post would be more effective in engaging the particular audience of teens and young adults.

Or, you may choose to convey your ideas with a specific tone in mind. For example, if you want to address your framework in an emotive way you might choose to write a first-person narrative short story. Conversely, if you want to address it in a rational and factual way, you might choose to write an article.

That’s another reason why experimenting and trying new things is so important - so that you can find out what, in your opinion, suits you and the framework best.

What Your SAC Will Look Like

This AoS is worth 60 of the 100 marks allocated for Unit 3, so it is a big deal. However, if you have a look at the study design, those 60 marks are split into three equal parts worth 20 marks each, which means your SAC will consist of three things:

‍ 1) ‘A written text constructed in consideration of audience, purpose and context.’ And, of course, your text will also need to be constructed in relation to your chosen framework.

2) ‘A written text constructed in consideration of audience, purpose and context.’ Yep, that’s right. For this SAC you have to create two distinct writing pieces. The assessment task as it is outlined in the study design does not mention whether they need to have completely different formats or audience/purpose/context from one another, so the specifics might be up to your school to decide.

3) ‘A commentary reflecting on writing processes.’ This is the same as a Written Explanation , which you likely have come across before. This is where you write a couple of paragraphs outlining and justifying your choices for each written text you produced, especially in relation to your framework and your audience, purpose and context. Having a successful commentary means you clearly describe the authorial intent in your work, so make sure to be specific and self-analytical in your writing!

What the Exam Will Look Like

The 2024 English exam will be the first exam that follows the new 2024-2027 study design, and the biggest change between now and the previous years is that Section B, which used to ask students to write a Comparative Response to a set of texts they would have studied at school during the year, is now all about Creating Texts . So much so that now Section B is called – you guessed it – ‘Creating texts’.

VCAA has been kind enough to release a sample of this new requirement, which outlines very faithfully what this section will look like in the actual exam. The exam paper consists of a page of general instructions which apply to all students, and then four pages with three pieces of stimulus material each, which relate to each of the four frameworks.

The stimuli consist of one statement, an image, and a section of a poem/story, and the exam paper says you must use ‘at least one’ of them in your writing. (Here’s a quick tip: if the examiners are asking for at least one, use two or more.)

There is also a compulsory title given for each framework, which must be the title of your text.

The instructions in the VCAA sample exam also outline that in Section B ‘you must create one written text ( not including song, poetry or verse)’ , and that ’you must include meaningful connections with ideas drawn from one of the Frameworks of Ideas’ as well as the provided title and the stimulus material. You should choose the framework you have studied in depth at school to write about, and you are also able to refer to your mentor texts, although that is not compulsory in the exam.

Another point is that ‘you must develop your text with a clear purpose, incorporating at least one of the following: to explain, to express, to reflect, to argue.’

You may remember these purposes from the Unit 1 Crafting Texts Area of Study in Year 11. They are pretty much self-explanatory, and chances are that any writing you do will already serve one of these purposes without it being your conscious decision. Also, similar to the stimulus material, try to incorporate two purposes within your piece instead of just one, if possible.

And, as previously was the case as well, Section B is worth one-third of your full exam marks.

You can find the 2024 English sample exam and other very helpful resources such as past exams and exam reports by clicking HERE .

Three Tips to Help You Ace Creating Texts

So, now that we know what Creating Texts is all about, here are three helpful tips to keep in mind as you make your way through this Area of Study:

1) Play to Your Strengths

As you experiment and become familiar with a range of writing styles and formats, you may find that you’ve become really good at writing argumentative essays, or you became more interested in writing short stories, or maybe you remember that in Year 11 you got a high mark for writing a strong reflective essay. Make sure to self-assess and keep in mind what your strengths are in writing, even if they might not be apparent at first glance.

Also remember that, in the exam, you have a very limited amount of time to come up with a unique piece of writing from scratch, so having a text format in mind that you feel really confident and comfortable writing with can provide at least a little bit of guidance and reassurance when you’re writing something new.

2) Choose Formats That Will Help You Show a Deep Understanding of Your Framework

For instance, if you have the ‘writing about play’ framework and you are deeply inspired by an example of how play can help people heal from trauma from one of your mentor texts which happens to be a memoir, you might deem it best to write a short story or a personal fictionalised diary entry which shows you have taken inspiration from that memoir’s central idea, but you are also engaging with the framework’s implications in society.

Of course, this should be judged on a case-by-case basis, but it can be a helpful guide if you feel stuck and unsure of where to start your writing process.

3) Be Flexible

This is especially important for the exam. You don’t want to walk in with a memorised text! Examiners can definitely tell when a student has just route-learned their way into essay writing, and this will undoubtedly be extra noticeable for creative texts, especially when the exam gives you no choice but to integrate their given stimulus material.

This is why becoming used to as many writing formats as possible, alongside consistent planning and brainstorming, are incredibly important skills to develop throughout the year, so that when it comes time to the end-of-year exam you are ready to go regardless of what the examiners throw at you!

The best way to succeed in this Unit, like pretty much all other tasks in English, is to consistently practice your writing and experiment with as many writing styles as you possibly can. Be open to new ways of thinking, not only about the framework you are given, but about the concept of writing itself! Although certainly challenging, the Creating Texts AoS can prove itself to be great fun. So, best of luck in creating texts, and happy writing!

Reckoning & The Namesake are studied as part of VCE English's Comparative. For one of our most popular posts on Comparative (also known as Reading and Comparing), check out our Ultimate Guide to VCE Comparative .

Inheritance of Trauma
Identity and Naming
Memory and Retrospect

Magda Szubanski’s memoir, Reckoning, and Jhumpa Lahiri’s bildungsroman, The Namesake, follow misguided protagonists as they attempt to reconcile and ‘reckon’ with complicated family histories. Magda is burdened by her father’s legacy, whilst Ashoke’s distressing train accident lays the foundation for Gogol’s uncertainty, exposing the inescapable and often inscrutable marks that trauma leaves on the identities of later generations. With a large focus on inherited trauma , identity and memory , we’ll be breaking down some crucial quotes from each of these texts to better understand these key themes.

For a deeper look into some of the themes in Reckoning and The Namesake , check out this earlier post . And, if you need a refresher on how to properly embed quotes in your writing, take a look at How To Embed Quotes in Your Essay Like a Boss .

1. Inheritance of Trauma

Whether it be the hardships of war or the adversity of misfortune, both texts observe family timelines steeped in history and trauma. Magda and Gogol are inadvertently burdened by their parents’ experiences, which remain obscure and confusing to the two protagonists and only complicate their identities.

We were tugboats in the river of history, my father and I, pulling in opposite directions. He needed to forget. I need to remember. For him, only the present moment would set him free. For me, the key lies buried in the past. The only way forward is back. (p. 13)

This quote is intrinsic to the authorial intent behind Szubanski writing her cathartic memoir. The experiences of Magda’s father in war-torn Poland are, as Magda expresses, ‘passed on genetically’. Yet, with Zbigniew’s instinct to ‘[clamp] down tight on all feeling’, his trauma remains unrevealed and unexamined during much of Magda’s life. This impenetrable history impresses onto Magda as intergenerational trauma, which leaves her an ‘unregulated mess’, constantly ‘ricocheting between feeling nothing and feeling everything’.

As Magda accurately describes, both she and her father are metaphorical ‘tugboats in the river of history’, drawn in completely opposite directions to resolve their traumas. For her, digging into the ‘buried’ past is vital to understanding her father and herself. As she puts it, ‘the only way forward is back’. This is entirely the opposite for Zbigniew, who is unwilling and unable to articulate his trauma in anything other than ‘incoherent…jottings’ and ‘fragments’. Burdened by his past, Zbigniew prefers living in the present moment where he can suppress and avoid the past. However, this difference in how the two approach trauma leads to a strained father-daughter relationship founded upon a lifetime of misunderstandings and secrecy that only deepen their inability to understand one another.

‘ Even at that young age,’ Mum told me, ‘I knew, I knew I had done something wrong.’ When she told me this her face caved in, stricken with remorse. Actors can never replicate this look. Meg didn’t punish her, but ‘Oh! The look of disappointment on my poor mother’s face.’ Now, today, more than eighty years later, my mother still feels the stinging sense of guilt. History repeats. That story of how, when I was six, I got blood on my best dress before a trip to take Dad to hospital. Mum slapped my leg in hasty anger. I understand now, of course, that it was herself she was slapping. Her life-loving, disobedient six-year-old self. We are bookends, she and I. (p. 346)

Intergenerational trauma surfaces as ‘patterns’ within the Szubanski family, where regret and resentment are passed down as ‘hand-me-down trinkets of family and trauma’. Magda uses the metaphor of ‘bookends’ to describe her and her mother’s remarkably similar experiences dealing with familial trauma. In other words, both Magda and Margaret are mirror images of each other, both having a shared experience of supporting and living with ill fathers. When Magda gets ‘blood on [her] best dress’ before another trip to the hospital, Margaret ‘slap[s her] leg’. Although Magda initially mistakes this reaction as ‘hasty anger’, hindsight allows her to understand that Margaret was preoccupied with a ‘stinging sense of guilt’, and was reprimanding herself - the ‘disobedient six-year-old self’ who had similarly ruined her own ‘special dress’. This realisation suggests that even though trauma ‘repeats [like]…history’, there is a generational difference in the way individuals are able to process and respond to situations of grief, poverty and war.

‍ The Namesake

And suddenly the sound of his pet name, uttered by his father as he has been accustomed to hearing it all his life, means something completely new, bound up with a catastrophe he has unwittingly embodied for years. "Is that what you think of when you think of me?" Gogol asks him. "Do I remind you of that night?" "Not at all," his father says eventually, one hand going to his ribs, a habitual gesture that has baffled Gogol until now. "You remind me of everything that followed." (p. 124)

Just as Magda inherits Zbigniew’s harrowing war experience, Ashoke’s own ‘persistent fear’ from the train derailment that cripples him lives on through his son’s name. His chance rescue whilst ‘clutching a single page of ‘The Overcoat’’ is meaningful and life-altering. For Ashoke, naming his child after the ‘Russian writer who had saved his life’ emphasises his profound appreciation for surviving the accident. His son Gogol is a comforting reminder of ‘everything that followed’. In this way, Gogol acts as a symbol of both redemption and hope, representing Ashoke’s optimistic appraisal of his accident and his determination to make the most of his miraculous rescue.

But for Gogol, the memory of his father’s accident is entirely foreign and lacks any real meaning for him. His childhood pet name ‘Gogol’ - which he has always resented for making him feel out of place around other kids - suddenly becomes ‘something completely new’ when he discovers the truth about Ashoke’s accident. Gogol feels enormous pressure to live up to his father’s expectations as he represents a ‘catastrophe he has unwittingly embodied for years’. This is the source of much of Gogol’s guilt, confusion and resentment (towards his name, father, family and entire culture) and gradually erodes his sense of self. However, this inscrutability of the past only deepens Ashoke’s and Gogol’s similarity, whilst complicating and straining their father-son dynamic. Ashoke is unable to recognise the burden he has placed on his child, whilst Gogol alternatively cannot appreciate or truly understand being a miracle and source of salvation for Ashoke. Like with Magda and Zbigniew, here, father and child are unable to understand each other, creating a schism in their relationship which they are never able to reconcile. In any case, Lahiri conveys that the actions of enduring and processing trauma are intertwined and often leave permanent traces across future generations.

But Gogol is attached to them. For reasons he cannot explain or necessarily understand, these ancient Puritan spirits, these very first immigrants to America, these bearers of unthinkable, obsolete names, have spoken to him, so much so that in spite of his mother’s disgust he refuses to throw the rubbings away. He rolls them up, takes them upstairs, and puts them in his room, behind his chest of drawers, where he knows his mother will never bother to look, and where they will remain, ignored but protected, gathering dust for years to come. (p. 71)

Lahiri also indicates generational similarities in how individuals relate to trauma. As a second-generation migrant who has always felt displaced from his culture, Gogol’s graveyard field trip allows him to experience a semblance of belonging in Massachusetts for the first time and relate to America’s ‘very first immigrants’. While Ashoke profoundly connects to the Russian writer Nikolai Gogol, his son Gogol refuses to get rid of the etchings of archaic names. These ‘ancient Puritan spirits’ with similarly ‘unthinkable, obsolete names’ like his own provide Gogol with a source of relief and offer proof that he is not alone in his differences. He feels protective of them - conveying his own desires to defend himself against childhood bullies, and also providing a way to preserve this first true moment of belonging.

Just as ‘The Overcoat’ resonates with Ashoke, Gogol feels connected to the etchings and conceals this single page from his mother Ashima, who is resentful of the peculiar American school excursion. Similarly, Ashoke struggles to convey the deep significance behind his own liberating ‘single page’ from the Russian book. In this way, both pages remain ‘ignored but protected’ and, for both father and son, symbolise the power of literature and storytelling to salvage their profoundly intimate and life-altering moments that are unfathomable to others.

2. Identity and Naming

Both Reckoning and The Namesake suggest that hasty personal reinventions can only temporarily suppress, rather than truly resolve, trauma. The ‘self-made man’ Gogol strives to be, and the ‘mostly-self created…Little Englishman’ identity that Zbigniew carves for himself, are simply ‘bandaids plastered over’ unresolved grief and hardships. Cut off from family and history, these facades only worsen their inner discontent and complicate identities.

For my father Australia was love at first sight. The moment we landed he knew he had done the right thing. The blast-furnace heat invigorated him. Only mad dogs and my father would go out in the midday Australian sun. He wouldn’t just go out in it…he would mow the lawn in it. We had a big, bumpy, untamed backyard and when the mercury hit 103 degrees Fahrenheit he’d be out there dragging the lawnmower across every inch of it. Wearing Bombay bloomers and a terry-towelling hat, singing Polish songs over the din of the mower. (p. 44)

Escaping battle-scarred Poland and the origins of his trauma, Zbigniew is a migrant who ‘could not shed his Polishness fast enough’. He ‘crosse[s] the world to get away’ from his destroyed and tarnished home. Zbigniew begins a ‘second life’ as Peter, and like the Polish amber Magda’s cousin gifts her, Zbigniew is ‘transformed by pressure’ (a metaphor for the natural formation of amber) into the ‘Little Englishman’. This persona is a role he takes with grave determination - an echo of the ‘killer instincts’ he suppressed from his abandoned life as a Polish assassin. Bewildering the rest of his family, Zbigniew relishes the ‘invigorat[ing]…blast-furnace heat’ of Australia, and acts the part of a true Aussie in his ‘Bombay bloomers’ and ‘terry-towelling hat’. This characteristically Australian ensemble essentially functions as another battle armour he equips himself with to protect his blemished soul, tainted by a history so ‘bizarrely awful’ that his only way to survive is by ‘clamping down tight’ through an ironclad persona.

Magda recalls him ‘forever trying to tame th[e] lumpen block’ of ‘untamed’ and ‘unpredictable’ soil in their yard, ‘dragging the lawnmower across every inch’. This crystallises the truth of his life: no matter how committed Zbigniew is to perfecting any project, simply plastering order (trying to tame the lawns by mowing them) over chaos (heat + lumpen, untamed, unpredictable soil) leaves the trauma unresolved.

The rest of it went smoothly and before too long I had my entire sharpie uniform. Only one thing was missing—a Conti. This smart striped cardigan, worn high and tight, was the centrepiece of the ensemble, the definitive wardrobe item of the sharpie. But none was available, not in Croydon anyway. We had to settle for a plain cardie, rolled up at the bottom until it sat under my boobs. I never did get a Conti. I think it was a sign. (p. 126)

Like her father, Magda toys with personas herself. Identity is fluid and inconstant for Magda, often fluctuating between a form Zbigniew would be proud of, one she hopes would trigger any emotional reaction from him, and one desperate to fit within the social climate of Croydon. She cultivates a variety of comic personalities and, like her father, pursues her own ‘tennis madness’ by becoming madly obsessed with the sport and playing competitively. Magda also attempts to embrace the dutiful Catholic ‘good girl’ personality she believes would satisfy her father, but she rebels when he continues to ‘display [no] emotion at all’ and embraces the Sharpie youth gang uprising in her neighbourhood. However, Magda ruefully mocks the contradictory nature of her Sharpie persona, describing her conversion as a hybrid - a ‘convent-school Sharpie’ - rather than the ‘true Sharpie chick’ she aspires to be. But, while all of these personas attempt to unite the ‘disparate, confusing parts’ of her identity, they just suppress the ‘real girl’ behind the mask and leave her more dissociated from herself than ever before.

Magda goes to great lengths to ‘smoothly’ acquire the perfect Sharpie disguise, but even with the ‘entire Sharpie uniform’, her facade is flawed; she lacks the Conti cardigan, which is the ‘definitive wardrobe item of the sharpie’. Her Sharpie identity becomes a parody of the authentic Australian youth gang. The flaws behind her imitation persona are worsened when Magda tries to replace the Conti ‘centrepiece’ with a simple ‘plain cardie, rolled up at the bottom’. Magda only realises this when she barely avoids a ‘beating’ by a ‘predatory Sharpie’ whilst vulnerable, dressed in her convent-school uniform, and unrecognisable as a fellow gang member. Here, she is finally able to concede that she has only been ‘playing at being a bad girl’ and laments, ‘I never did get a Conti. I think it was a sign’ - wryly foreshadowing the inevitable dissatisfaction of teenage facades.

The Namesake

"I'm Nikhil now," Gogol says, suddenly depressed by how many more times he will have to say this, asking people to remember, reminding them to forget, feeling as if an errata slip were perpetually pinned to his chest. (p. 119)

Gogol’s place in the world as an ‘American Born Confused Deshi’ (ABCD) is his own ‘awkward [truth]’. Like his own name which he scornfully labels a ‘scratchy tag’, his status as an ‘ABCD’ is another brand he is ‘forced permanently to wear’. He is both ashamed and resentful toward his second-generation migrant identity and feels ‘neither Indian nor American’ whilst mocked for his nickname that is ‘of all things Russian’. Indeed, Gogol’s entire adolescent experience is eclipsed by his confusion about ‘who he is’ as he struggles to obtain any stable foundation for his identity.

Unlike the costumes and disguises that Magda and Zbigniew embrace, Gogol takes action by solemnly changing his name to Nikhil, the ‘one that should have been’ given to him all those years ago. But even Gogol is acutely aware that this ‘scant’ persona leaves him having to repeatedly reinforce and assure others (and himself) of his identity. Gogol actually rejects the name ‘Nikhil’ on his first day of preschool, foreshadowing the inward dissociation he experiences later in life. He is again ‘afraid to be Nikhil, someone he doesn’t know.’

Similarly, the flask Gogol’s sister Sonia gives to him for his thirtieth birthday, inscribed with his new initials NG, becomes a symbol of his inability to ‘break from that mismatched name’. Lahiri indeed suggests that identities are unavoidably ‘engraved’ with the layered ‘randomness’ of their lives and cannot be easily dissolved.

And then he returned to New York, to the apartment they’d inhabited together that was now all his. A year later, the shock has worn off, but a sense of failure and shame persists, deep and abiding. There are nights he still falls asleep on the sofa, without deliberation, waking up at three A.M. with the television still on. It is as if a building he’d been responsible for designing has collapsed for all to see. And yet he can’t really blame her. They had both acted on the same impulse, that was their mistake. They had both sought comfort in each other, and in their shared world, perhaps for the sake of novelty, or out of the fear that that world was slowly dying. Still, he wonders how he’s arrived at all this: that he is thirty-two years old, and already married and divorced. His time with her seems like a permanent part of him that no longer has any relevance, or currency. As if that time were a name he’d ceased to use. (pp. 283-284)

For the majority of his life, Gogol alternates between feeling irritation and resentment for his Bengali heritage, and profoundly longing to be truly Indian. Gogol has several failed relationships and romantic encounters: Kim, with whom he introduces himself as Nikhil ‘for the first time in his life’, then Maxine, who attracted him with the ‘gift of accepting her life’. But, like his indulgence of and immersion in the Ratliff’s self-satisfied American life, the interactions with these women feel like a ‘betrayal of his own’ culture, family and identity.

It is ‘familiarity’ that draws him to Moushumi, a childhood Bengali family friend with whom he ’s[eeks] comfort’ in their shared culture. For Gogol, his relationship with Moushumi represents the possibility of salvaging a childhood he spent disliking, but for Moushumi it’s a betrayal of her principles of independence. She has ‘turn[ed] her back’ her Indian and American ties to embrace a third culture in France, a country with ‘no claim’ on her and none of the cultural pressures of her heritage.

Gogol longs - ironically - for stability and ‘fall[s] in love with Gothic architecture’; he equates his failed marriage with Moushumi to a ‘building he’d been responsible for designing’. This is essentially Gogol’s way of dealing with the trauma of his divorce, translated into a form he can understand and process. And yet, even a year after their separation, a ‘sense of failure and shame persists, deep and abiding’ - Lahiri suggests that trauma, grief and heartbreak are embedded into our identities and we don’t require a set length of time to accept them.

Both Moushumi and Gogol come to realise that they were sustained merely by ‘the same impulse’ to erase discomfort, their marriage ‘collaps[ing] for all to see’. Their relationship becomes meaningless and their time together dissolves like a ‘name [Gogol had] ceased to use’. Lahiri conveys that re-entering and recreating a life once discarded (as harshly as Gogol discards his own name) is impossible, even irrational.

3. Memory and Retrospect

It is no surprise that retrospect and remembrance emerge as central themes in both Reckoning and The Namesake . Gogol’s resented ‘namesake’ itself is a conduit for redemptive memory, whilst Magda ascertains the value of history to ‘salvage’ the present.

I wanted to know; I didn’t want to know. Without realising it I plotted a course somewhere between the two. My father, unable to get any further with his own attempts at a reckoning, had simply closed the door on the past. And now I was about to open that door. (p. 290)

Retrospect specifically becomes a vital motif in Reckoning as Szubanski uses her memoir to ‘join up the dots of [her]self’ and gain perspective on her father’s ‘unresolved and unexamined feelings’. Through her adult perspective, she reflects on her early doubts as she is finally able to appreciate and understand her heritage, reading ‘ Dni Powstania ’ and ‘Exodus’ on the Poles’ shame. Although Magda and Zbigniew ‘[pull] in opposite directions’ for most of her life, only by becoming the ‘collector of [Zbigniew’s]…stories’ and taping his ‘confession’ are the two brought to some level of understanding. Magda is finally able to ‘ rozumiesz ’ (to understand) that her father had ‘never helped the Nazis’, and on some level, ‘feel the feelings [her] father could not allow himself’. Perhaps more importantly, Zbigniew is able to share the paradoxical nature of his guilt - ‘what he had done in the name of good’ - feeling neither ‘ashamed’ nor ‘proud’ of his past. His reflection through the outlook of a ‘half old, half young’ version of himself mirrors Magda’s own introspection - in this sense, the ways in which Magda and Zbigniew are resolving (or at least learning to accept) trauma are ‘repeat[ing like]…history’ in their family.

I was never told anything much about Luke. But my mother’s eyes—beneath the humour—were haunted by a deep, fretting sadness. Behind the querulous hypervigilance, the nitpicking, the irritability, there cowered a terrified child. A child full of panicky uncertainty about everything. I wanted to reach back and grab her hand and pull her through time and…what? I wanted to hug my mother when she was a child, to tell her everything was all right. (p. 336)

Szubanski observes how generations of poverty and war have shaped her mother’s ‘flinty’, unyielding determination to ‘just…get on with it’ and move on from adversity. Her ‘deep, fretting sadness’ hidden ‘beneath [her] humour’ is compassion and grief for her father, Luke, who ‘woke every night screaming’ after the war. This resonates strongly with Magda because her own father’s war experience mirrors Luke’s. The two families (Magda’s family, and her mother’s family) are forced to ‘[walk] on eggshells for fear of detonating [them]’.

However, Magda is able to understand that her mother’s capricious tendency to ‘cling like a python then turn and snap like a crocodile’ is a product of her trauma, which allows Magda to understand Margaret’s character on a more intimate and genuine level. Magda, as a neglected and ‘terrified child’ with ‘panicky uncertainty’ herself, empathising with Margaret’s own troubled childhood allows Magda to offer her mother the comfort and support she craved when struggling alone beneath Zbigniew’s ‘exacting…standards’. Through this, Szubanski seems to suggest that although the legacy of trauma is an ongoing and deeply complex process, ‘reach[ing] back’ to process unresolved traumas together becomes a precious and vital way to ‘salvage’ bruised relationships.

There is no question of skipping this meal; on the contrary, for ten evenings the three of them are strangely hungry, eager to taste the blandness on their plates. It is the one thing that structures their days: the sound of the food being warmed in the microwave, three plates lowered from the cupboard, three glasses filled. The rest of it—the calls, the flowers that are everywhere, the visitors, the hours they spend sitting together in the living room unable to say a word, mean nothing. Without articulating it to one another, they draw comfort from the fact that it is the only time in the day that they are alone, isolated, as a family; even if there are visitors lingering in the house, only the three of them partake of this meal. And only for its duration is their grief slightly abated, the enforced absence of certain foods on their plates conjuring his father's presence somehow. (pp. 180-181)

Even in death, Ashoke’s spirit is able to heal his fractured, grief-ridden family - truly and ultimately ‘transcend[ing] grief’, fulfilling the destiny his name’s meaning set out for him. Surrounded by meaningless condolences and forced sympathy - the ‘calls’, the ‘flowers’ and the ‘visitors’ - the Ganguli family is left ‘unable to say a word’ or process their loss in a safe and judgement-free space. The ‘mourner’s diet’ that sustains them, even in all its ‘blandness’, is able to ‘slightly [abate]’ their grief; it ‘conjur[es Ashoke’s] presence’ and unites the ‘isolated’ Gangulis ‘as a family’. Ironically, these cultural traditions that young Gogol so adamantly refused become the ‘only thing that seems to make sense’. Preserving and honouring Ashoke’s memory, this forsaken custom becomes an unanticipated lifeline for a family torn apart by cultural expectations, irreconcilable differences and shared tragedy.

"Try to remember it always," he said once Gogol had reached him, leading him slowly back across the breakwater, to where his mother and Sonia stood waiting. "Remember that you and I made this journey, that we went together to a place where there was nowhere left to go." (p. 187)

Unlike Magda and Zbigniew who are able to reconnect in life, Gogol’s own poignant flashbacks with his father are cherished only after his death. However, it is only with this hindsight that Gogol is truly able to appreciate these initially resented, perhaps forgotten, moments as meaningful connections to his family. Gogol’s relationship with his father is tragically underpinned by a lifetime of misinterpretations and misunderstood trauma, the two unable to understand each other’s disparate outlooks on life and culture. However, when they visit Cape Cod both Gogol and Ashoke are, if only momentarily, pioneers. They are exposed to the world, just as Ashoke had been when he migrated to America; the two travelling ‘together to a place where there was nowhere left to go’.

Gogol indeed grapples with a desire for stability and meaning throughout his entire life, bewildered by the ‘unintended’ series of ‘defining and distressing’ events. However, family indeed becomes the source of true security for Gogol. ‘Remember[ing]…always’, he preserves the memory of his father, and resistant to time and change, it remains a comforting constant amidst the ‘randomness’ that characterises and complicates his family’s life.

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

[Modified Video Transcription]

Analyse the VCAA 2020 Article With Me

I'm so excited to be doing the VCAA 2020 English Exam with you. I have done these Analysing Argument pieces before on YouTube, but this is the first time that I'm doing one live. I wanted to do one live with you guys because I wanted to interact with you, for you to be able to ask me questions and for you to see how my brain works in a live setting. When it comes to analysing - and you know I've got an edited version for you - you don't see me thinking through and understanding what's happening in the article itself. So, I think it will be really handy for you to see my thought processes because sometimes, yeah, you can see somebody's analysis, but if you don't quite understand HOW they arrived at that analysis, then it's not that helpful for you. It's like reading an essay that's already been done by an A+ student and you go, yeah, okay, I kind of get that, but how did they get there? How did they find that language technique to begin with? How did they find that argument? So that's what I want to work with you guys today.

You can download VCAA 2020 English past exam HERE , which is what we're going through today. If you've already read it before, even if you've done it before, I'm confident I'll still be able to give you some new, interesting perspectives and to pick out some new language techniques for you guys. So, go ahead and make sure you download that and print it out. I think printing things out is usually a better option than trying to annotate online, unless you've got an iPad or equivalent. The exam is absolutely free - it's the last few pages of the exam, starting at page 11.

Let's just get into it. I don't think I have any other housekeeping pointers except that throughout this live stream, I'm going to direct you to where you can actually go and get the A+ completed essay I've got for this article. While we're going to be analysing this together now, I think it's handy for you to be able to see an A+ completed version of everything that we've talked about. Then you can take it from the very beginning (the analysis), then the annotations and then you can finally see the written-up version. Being able to take you through that entire process from start to finish is going to be so wholesome, so fabulous.

Pay Attention to the Background Information

Whenever you look at section C, which is Analysing Argument also called Language Analysis (I'm going to interchange these two terms), you really need to ensure that you read the background information. I know it's super obvious, but background information is there for a reason, do not skip over it!

They didn't just give you an entire extra page just for the sake of it. Usually, the background information is a really great place for you to understand conceptually what is going on in this article. If we didn't have this background and therefore context to the article, there's a chance that you might accidentally come up with the wrong contention. You might misinterpret the arguments as something else. The background information is really just there for backup. It's a great place for you to ensure that what you're understanding from the article is actually correct because usually the background information is filled with facts and these facts will help shape your understanding of the article.

Let’s Read the Background Information Together

‘The shire of Byways in regional Victoria depends on both farmers and tourists for its prosperity. The local community is concerned about the increased recreational use of drones by many of the tourists visiting the area. The following is the transcript of a speech’

Ah! Interesting - 'transcript of a speech' is something that makes me go already yep, I need to make sure I note this because as soon as I recognise that it's a speech, it means that my audience, I don't call them readers, I call them listeners .

Simple things, small things will help differentiate you from other students. Someone else might not pick up that this is a speech and they'll just say readers the entire time. And no, you're not really going to get marks deducted for it, but there's an element of finesse I suppose. If you just notice that small nuance and you're able to present that in your essay, it makes the examiner or assessor more confident that you know what you're doing.

'by young farmer Warwick Bandle at a public meeting'

Interesting, ‘public meeting’.

'called by the Byways Shire Council to discuss the community’s concerns.'

It's interesting because I'm already getting this community vibe from this background information. The fact that it's regional Victoria, the fact that it's actually a very specific council, the fact that he's at a public meeting. People have taken time out of their day to go to the council meeting. Who goes to the council meeting? People who care. This is just something that I'm kind of noting for myself as I go into my analysis because then I'll be able to develop my analysis in a particular way.

'Bandle provided two images to be projected on a screen to accompany his speech.'

Okay, cool, all this does is tell me that I just need to be wary that there are two images and that I, as a student, need to talk about them .

Analysing Paragraph One

He says, 'Good evening, everyone', already indicative of a speech, I'm just going to write that down. Remember that it's a speech!

'Drones and their inexperienced users are proving to be a costly problem for us farmers. Drones are not toys. What happens when a drone flies out of range? What happens when the battery runs out? A drone being flown out of control, or crashing out of the sky, can be lethal.'

Wow. Okay, this is what I think when I read an article, I genuinely think about my own personal response. I mean, I am actually the audience of this article. No, I'm not there at the council listening to him live, but I'm still a person who's absorbing what he's saying. I trust my instinct and my gut feeling, and that kind of leads me to develop my own unique interpretations. The reason why I said 'Wow' is because he uses the word 'lethal'. To me, it's a little bit of an exaggeration. I mean I'm sure drones have killed people before, but I guess it's like an I'm serious about this, we're not joking around and he's making it seem like this is a serious problem and that we need to address it seriously. So in that sense, I guess we could talk a little bit about tone. What tone do you think he's using?

Viewers from our live stream suggested:

Nice! I like all of these. I don't think there's anything wrong with them. When it comes to English, it's a matter of your own interpretation. As long as you can back it up, then you've got yourself straight. You can go and find my 195 Tones PDF , which you can download for free. You can use that whenever you analyse an article, it has a bunch of tones listed there for you so that you never run out of tones!

He's already set this tone for the remainder of the article. I'm interested in what he's going to say next. Otherwise, I think the fact that he's serious or alarmist is reaffirmed by what he's saying. He says, 'drones are not toys'. Okay. This is not a game, we're not playing around, we're not fooling around. And I suppose that's important for him to establish because drones are kind of seen as toys, at least for me anyway. When drones first came out, it was kind of like a toy aeroplane that you drive around with your remote control. So, I think he's dispelling that idea or that conception or perception of drones immediately so that we can be on board with whatever he's saying next.

LSG’s Specificity and Simplicity Strategy

I just wanted to point out, this is pretty obvious, but rhetorical questions. There's not necessarily much I would say at this point in time with rhetorical questions, and that's because of my SPECIFICITY and SIMPLICITY strategy . If you don't know much about that - I haven't talked much about it on my YouTube channel - it's a strategy that I developed for myself in Year 12 when I couldn't figure out why I wasn't getting full marks in English and yeah, okay, I was a nerd, I was already getting 17 or 18 out of 20, but you know, the high achiever in me was kind of like, why am I not getting 19 out of 20? Why am I not getting 20 out of 20? Why am I losing these one or two marks?

I realised later on that it's because I wasn't being SPECIFIC enough with my analysis. So, when it comes to some of the comments (referring to comments from live stream) you guys have written, one of you wrote down 'emotive language'. If you're one of my students, you know that you don't use emotive language. Emotive language is way too broad. It's way too general to really mean anything. Instead of saying emotive language, why don't you say exactly what emotion they're appealing to. You're then taking that general vagueness of whatever emotive language means and replacing it with something very specific, and therefore, it's going to be more meaningful for you to write about, but also for your assessor to understand what you're going on about.

So in case you don't know, I have study guides (it is called Lisa's Study Guides after all). In How To Write A Killer Language Analysis I actually go through this golden strategy of SIMPLICITY and SPECIFICITY . This is what helped me get an A+ in my Analysing Argument and in my end of year exam. If you're interested, then I'd highly recommend that you go and check out the study guide. It's a world of value I promise.

More Analysis of Paragraph One

We're still only on the introduction, which is crazy, there's just so much to say when it comes to this stuff.

‘Just imagine the damage that can be done by a falling drone. Imagine, then, these drone users, realising that they have lost their drone, searching, crashing through crops, or leaving gates open and letting livestock out. And finally, when they don’t find the drone, it’s just left to rust away in the field until harvest time, when it’s swept up, damaging the harvester.’

I guess there's this idea of 'imagine'. He's building upon that alarmist attitude, which I'll pull from what you guys are saying, and by asking us to 'imagine' the worst-case scenario, it's making us feel more and more concerned, right? Just by reading this, I go ew, I don't want these drone users to be losing their drones in my farm space, in my land .

One other point for you to think about is, I was talking before about how I am part of the audience too, right? But the next step from that, for a more advanced analysis, is to think about who is HE talking to? If we go back to the prior page, he's at a public meeting to address the community's concerns. You could say that part of the audience would be farmers, people who care about their livestock, people who care about the invasion of privacy and people stepping on their property. Remember this as you analyse, because it's going to make your analysis way more specific, and bonus tip, assessors, teachers, examiners - they love it when you can be specific with who the audience is. It shows that you're capable and you get it.

Even just in this first paragraph, we've managed to talk about quite a bit.

Let's Look at Your Questions:

I think my target audience is probably farmers. I say probably just because I want to keep reading to understand exactly who he's talking about, these are just my assumptions, just from reading the first part of the article.
In terms of how you can incorporate tone into a body paragraph, you can do it as simple as actually just talking about the tone or you can integrate it with another language technique. Remember just before we were talking about rhetorical questions and how the repetitive use of 'imagine' kind of builds upon that sense of concern in the audience? You could link that back to his tone and say, 'By building up this concern, he's using his serious tone in order to persuade the audience to...' .

Analysing the Photograph

You absolutely need to talk about it. We've got this photograph of this girl who seems to be a bit of a dark shadow and because she's a dark shadow I'd say that it's like she is an anonymous person. The sense is that this could be anyone and by making the person anonymous, like a blank face, it's easier for us to hate on them because it kind of takes the humanity away. If you don't know who it is, they're just drone invaders. They're people who don't respect our land. That's one point that I would talk about.

Then you've got that really focused point of view of the drone itself. It makes sense because the drone is the topic of this conversation, so it's the focal point you could say, and it reconfirms or reaffirms that idea of it just crashing out of the sky, crashing through crops or being left to rust away. Remember, imagine that we're in the council meeting, he's put this image up for us and he's saying this. I think about it as how does having the photograph there on a presenter with him talking about it, how does that change how I respond? I think about how I feel and what I think, which is something that we talked about in one of my previous videos, called How to write a Language Analysis (Analysing Argument) - we talk about the TEE rule. In my opinion, when I have that photograph right there in front of me, it definitely makes me angrier. It's more confronting because it's in your face and it definitely riles me up more. So, you could include that in your analysis as well.

Pay Attention to the Structure of Articles/Arguments

The way that he has structured his argument, in the sense that he's structured where he positions his photograph (which is basically right after his introduction), makes me feel more inclined to agree with him. Whereas, if it was just him saying it (without an image as proof), then I'd actually have to just take his word for it. But, here's proof people are doing this!

A viewer says ‘she's dressed for the city and outside of, not part of the community’ - I love it, well done!

Another viewer says ‘the camera angle gives the allusion that she's dominant’ - interesting.

I think to extrapolate what you're saying, that dominance, as somebody who's part of the local community, I don't want that. I don't want somebody else to be dominating over my crib, my place! So it's kind of making me really deterred and making me want to steer clear. It makes me want these people to steer clear of my space.

A viewer says ‘the lack of crop suggests that drones have destroyed the normal way of farming’ - yeah, absolutely! Not only is there rubbish in their plot of land, but if anything, the drone has added to the destruction.

She's dominant, therefore she's a threat.

A viewer says ‘she believes that the black and white makes it gloomy and sad’ - a hundred percent. This is actually a really good point. Sometimes you can get so absorbed in the analysis that you only think about what's there in front of you, but a great way to create contrast and to understand what's there when it's so obvious is by considering what things would be like if it were otherwise. Basically, what I'm saying is, think about why it is black and white. Why is it not in colour? If it was in colour, how would that change your perception of what's happening here? Thinking about what's NOT there helps you understand what IS there.

You can talk about how it's good versus evil.

I wanted to just share with you guys because I won't be able to go through all of this today, but I did mention before that I do want to show you the A+ sample essay. It's in my How To Write A Killer Language Analysis study guide in Chapter 16, Section 10. We've actually recently updated it with the 2020, 2019 & 2017 past English Exams, so it's all A+ essays for you. Plus we have several A+ essays for single articles, double articles and triple articles with images as well.

We've talked a little bit about the photograph, which by the way, we could keep finding more and more, but I think it gets to a certain point where you kind of have to figure out what's valuable for you to talk about and what's not so much. Once you get good enough at Analysing Argument, you should have an excess of language techniques to choose from and then it's just a matter of deciding which ones are going to give you that advantage and which ones are going to help you stand out from the rest of the cohort.

Analysing Paragraph Two

‘It’s time our council started to defend the farmers rather than the tourists’

That's juicy - ‘our council’

What I'm thinking about here is, he's saying 'our council', but he's using inclusive language - 'our'. There's this sense of ownership, this is our space, this is our community.

'Defend farmers rather than the tourists'

Now he's creating a dichotomy between farmers and tourists. I love the word dichotomy; essentially, it just means a true opposition - farmers versus tourists. The way that I remember the word is di as a prefix usually means divide or division, to split things in half. So it's creating this dichotomy of us versus them. And the way that I build upon this - I'm just thinking ahead with an essay - is I'd probably connect it to this girl; there's this sense of ‘us’ and ‘them’. ‘Them’ is a threat. ‘Them’ is an outsider. ‘Them’ is all the things that we mentioned before, but ‘us’, he hasn't said too much about ‘us’ yet. So maybe he's going to build upon that here.

'The farmers are the backbone of this community'.

Okay. He is building upon it. This paragraph seems like it's more about the farmers and building the 'us'

'farmers are the backbone of this community, many of us having lived in this area for generations.'

This has been our space forever and look at these intruders coming in now. How rude!

‘While we understand the importance to our town of visitors supporting businesses and, indeed, have welcomed the holiday-makers, when they start causing havoc while searching for their wayward drones it’s time to say, ‘Enough!’’

'when they' - there's that dichotomy again - ‘start causing havoc’.

Another word that kind of adds to that sense of them being a threat, them being intruders while searching for their wayward drones is ‘it’s time to say, ‘Enough!’’.

Build Your Vocabulary

I actually don't know what wayward means, so if this happens, and this stuff happens all the time, what I do is actually look it up in the dictionary and understand it because I know that if I don't know what this word means, it probably means that the majority of other people also don't know what this word means. It, therefore, gives me a potential advantage, because if I'm able to analyse it, there's something that not as many people would have analysed.

So, wayward means difficult to control or predict because of willful or perverse behaviour.

In my own interpretation, I guess it's unpredictable. If I build upon this idea more, I guess there's a sense of loss of control and this builds upon that idea that farmers are losing control of their plot of land and their privacy. You can kind of see this is how my mind works and I just try to sync everything back up to the contention and to what he's saying essentially. That's actually quite a bit that we went through in that little bit there.

I'm just going to have a look at your comments now.

A viewer says 'dichotomy simplifies a debate for an audience to make it seem a neutral position is not possible and consequently one must pick a side.' Thank you, that's actually really helpful.

Analysing Paragraph Three

'Don’t get me wrong! I’m not just another technophobe'

Oh, quickly. I just want to go back while we understand the importance of our town, of visitors supporting businesses, I think there's this acknowledging the opposition, acknowledging that there are benefits in having visitors. He's not completely tunnel-visioned. He is being fairer, or at least that's how he's portraying himself, and that makes me at least more inclined to side with him because I'm seeing that he's a little bit more rational and he's not just saying, oh, screw them . It's not just his way or the highway, there is some give or take, so that kind of makes him more credible in a sense.

The reason why I thought about that just then is because this next part, ‘Don’t get me wrong! I’m not just another technophobe’, builds to this idea as well. I'm just going to say acknowledging the opposition . There, you can finesse that by replacing the word opposition with something else. That's fine.

‘I'm not just another technophobe’

He's kind of anticipating people's reactions to what he's saying and he's going no, no, no, I'm not like that. It's all good, not just another person complaining about technology.

As a young farmer’

I just find that hilarious. He's young guys, okay?! He's not some old person, I guess that’s the stereotype, that old people don't fare well with technology, which I don't think is true by the way. I think everyone's getting on board with technology these days. But, he's kind of reaffirming, I'm young guys, I'm a cool guy, I'm not anti-tech at all. He literally says it 'I'm introducing new tech'. I'm on board with that, you know, ‘we’re using drones’.

Shifts in Tone

Now he's kind of talking about the benefits of drones, the time and the money they save.

‘There is absolutely no way we want to ban drones.’

I think this is a really interesting way he's structuring his argument. He's kind of started off going, drones, they're so bad for you . Then he's showing this picture, which is kind of like drones, they suck. And then in this paragraph here, he differentiates farmers from outsiders, and then he kind of takes a turn and goes, no, I love drones, don’t get me wrong. I think there's this analysis there for you and I'd actually love for you guys to write down in the comments section what you think is going on? Why is he structuring his argument like this?

A viewer says 'there's a shift in tone' Absolutely! Love it. Great pickup.

Here's a tip for you guys. A shift in tone usually means that there's a new argument coming. They usually tie in together pretty well, so if you see a shift in tone, you can kind of hedge the bet that it's a new argument. This is particularly helpful if it's an article that's really hard. Usually for SACs, teachers will choose articles from newspapers and we all know that newspaper articles are way tougher than VCAA articles. If you don't know, it's true.

Another viewer says 'it may be the start of rebuttal' Interesting.

A viewer asks 'will these annotations be provided for our personal use at the end?' - I'm only actually uploading the annotations into my study guide . So, they will be accessible there. Otherwise, it's just access through the live stream video (linked at top of page), which will be posted up afterwards as well.

A viewer says 'By stating he's young and uses drones, it showcases his argument isn't based on personal bias towards young people or drones, but is a legitimate problem.' - Hmm. With your analysis, I'm not a hundred percent sure what you're saying. I think it could be a little bit clearer. Give that a go. Just try rewriting it, see if you can make it even more concise.

Let’s Recap What We’ve Analysed So Far

So we've managed to annotate the background information, paragraph one, the photograph, paragraph two and paragraph three. We still have one more paragraph left and this next page with the image.

Unfortunately, I have to wrap it up there, but if you want to see me annotate and analyse the rest of this article, head over to Part 2 on Youtube where I finish this off.

Have a go at analysing the rest of the article yourself though!

Don't forget that I've got my How To Write A Killer Language Analysis study guide. If you want to head over there you can access/download the annotations + a complete A+ essay based on this article.

1. What’s the Difference Between Year 9 English and Year 7/8 (Junior years)? 2. What Are You Expected To Cover in Year 9? 3. Assessments and Exams 4. How To Prepare for the Assessments and Exams

Did you know that when you finish high school and you decide to apply for a part time job, you’re expected to recite every single essay you’ve ever written word for word?

Alright, you got me, I’m kidding!

You may be wondering why is the subject English mandatory? What’s the point of it? When am I ever going to apply the skills I’ll learn in English in real life?

Yes, math, science and even humanities subjects may have more apparent skill transfer to careers like medicine, politics and engineering, but the soft skills that many employers are after these days (such as strong communication skills and confident presentation skills) will develop as you continue with your English studies. And yes, if you plan on being a business owner, these skills are all the more important!

Of course, post-high school won’t involve writing essays and responding to essay topics but they help you build your critical thinking, creativity and understanding intentions (why people do what they do).

These skills will be extremely valuable to you regardless of the path you choose to pursue in life.

Let’s get straight into the nitty gritty of things then...

1. What’s the Difference Between Year 9 English and Year 7/8?

Achievement standards in the Victorian Curriculum from Years 7-9 build upon each other, and the skills learnt during the junior years will be expanded on in Year 9.

In Year 7 , students will be introduced to different text structures (novels, opinion pieces, editorials, speeches, etc.) and focus primarily on the audience, purpose and context of using these text structures.

You would have had the opportunity to:

Explain ideas and issues explored in your texts (e.g. happiness, relationships, conflict, etc.)
Begin looking at the implied meaning of evidence in your texts (this means forming your own interpretation of what you think the author is trying to say through characterising certain characters the way they are, or through the use of certain symbols, quotes, etc.)

The writing standard predominantly draws from:

A mixture of your own personal knowledge and experiences
Researched sources, such as news articles, reviews, etc.
Your own analysis of the assigned texts (usually linking your analysis to a prompt)

Building on the grammatical and foundational writing skills taught in primary school, Year 7 students will need to apply them when writing and editing their work.

Year 8 English develops the students' critical thinking a bit more. You would have been expected to:

Interpret assigned texts, ' questioning the reliability of sources of ideas and information ' (know that some texts you will come across may be biased and only expose one side of the argument)
Make judgments about the effectiveness of language choices used by creators
Understand how specific and selective choices of language are used by creators for different effects and purposes (be able to explain your reasoning as to how the conventions of language features used by an author enhance their point of view)

Year 9 English takes the previous two years’ worth of skills even further. This year you will be expected to:

Analyse the ways in which different ' text structures can be manipulated for effect '
Evaluate and integrate ideas from your assigned texts to create your own interpretations
Realise the importance of planning before writing as well as the need for the drafting process in order to produce A+ level work (an introduction to writing will be provided)
Be exposed to a wider range of forms of text compared to the junior years which are mainly novels and films
Extend your lists of vocabulary and techniques

2. What Are You Expected To Cover in Year 9?

One of the most important skills needed in English is being able to write an analytical essay. This entails presenting an argument about your prompt based on your assigned texts. To do this well, you will need to discuss characters, literary features, structure, themes and big ideas .

The point of the analytical essay is for you to demonstrate your ability to analyse the evidence you choose to incorporate into your essay while linking it back to the idea you’re exploring in the body paragraph. One way to approach this is to provide your own interpretation of evidence.

This will be elaborated on with examples below.

Structure is also just as important as the content when writing an English essay. Most of the time, particularly in Year 9, your teacher will provide you with a specific structure to follow. This tends to include:

An introduction (100 words)
3x body paragraphs (200 words each)
A conclusion (50-100 words)

The amount of detail you include in each of your paragraphs will increase over the years. Once you reach Year 12, your essay will sit roughly around the 1000 words mark. For now, try to aim to write around 800 words. Just remember that quality always supersedes quantity . Ensure that the 800 words you write have relevance and are not just word vomit on a page.

The Introduction

Think of the introduction as a to-do list. You can always refer back to it to remind yourself of the points you need to cover and it will keep you on track so you don’t sway from the prompt in your essay. Your introduction sets the scene for the reader. All you have to do is introduce your overall stance (contention) and your three main points (arguments) you want to unpack in the essay. In some cases, teachers would also prefer for you to add in an introduction to the text(s) you’re studying and provide some background information or an overview of the text’s social or historical context.

The Body Paragraph

The most important components of your essay are the body paragraphs. That is where the bulk of your marks will come from - your analysis! Different schools have different acronyms they may follow for their body paragraphs, but the most common one is TEEL.

‍ T opic Sentence
E xplanation

As you move up into Year 10, 11 and 12, many schools will extend the acronym to TEEEEEL , meaning that you will be expected to expand on the level and depth of your analysis.

Let’s break up TEEL a bit more…

‘T’ - Topic Sentence

Your topic sentence should support your stance (contention). Your contention should answer the prompt or topic, and your arguments (which form the basis for your topic sentences) should provide a reason for your stance . Because of this, your topic sentence should directly answer the prompt.

Examples of topic sentences include:

'Orwell indicates that for goals to be achieved, teamwork and cooperation among everyone involved will be necessary.' - taken from a Text Response Essay based on George Orwell’s Animal Farm
The author portrays kindness and understanding as key factors that contribute to successful relationships.

‘E’ - Evidence

Most of the time, the evidence you embed into your body paragraphs will be in the form of quotes from the text . High scoring responses will also analyse evidence such as camera angles (film) or narrative conventions (novels).

Embedding quotes doesn’t always come easy to every student. Preferably, the quote you embed into your analysis will be no more than 10 words and no less than 2 words.

Rules to keep in mind when you incorporate a quote into your writing:

Avoid using a quote to form the whole sentence.
Don’t begin a sentence with a quote
Single word quotes should rarely be used. They should only appear in your analysis if you’re exploring a unique, big idea that is conveyed by that one word.
Use square brackets ‘[ ]’ if you want to change up the quote

It would be helpful to embed the quote into context first as this will help when you’re explaining its relevance to the idea you’re exploring in the body paragraph.

For Example:

Parallels can be drawn to the ways in which the pigs in the farm have the role of organisers 'naturally [fall] upon' them. Here, the pigs are portrayed as 'the cleverest of the animals', suggesting that they are the leaders who make the decisions on behalf of everyone…

- taken from a Text Response Essay based on George Orwell’s Animal Farm

‘E’ - Explanation

Listing all the quotes you can memorise from the text is not going to get you the marks. You need to analyse the quotes you embed and share your interpretation of the meaning they add to the idea you’re exploring.

Similar to math, where you need to show all the steps to prove that you know how to get the right answer, in English, the ‘explanation’ section is your opportunity to do just that. You need to explain your thought process regarding how you have reached this conclusion or interpretation.

Can you pinpoint the differences between the low-scoring response and the high-scoring response below?

Low-Scoring Example:

Big Brother’s lack of compassion is evident through its elimination of personal relationships between the Party members. A marriage is always refused 'if the couple concerned gave the impression of being physically attracted to one another'. This means that the institution of marriage has been manipulated to only serve Big Brother.

- taken from LSG’s How To Write A Killer Text Response study guide

High-Scoring Example:

The distortion of family relationships highlights the cruelty of Big Brother’s institution. Children are taught from an early age to be ‘spies’ for Big Brother. The children symbolise the eyes of Big Brother, as they are always watching members for 'any sign of betrayal to the Party'. Ironically, although Winston believes that 'another year, two years, and they (the children) will be watching (the mother) night and day for signs of unorthodox', it is shown soon after that the father, Parsons, is denounced for 'thoughtcrime'. *** Through this condemnation of their own father, the children also symbolise the destruction of family relationships in return for their loyalty to Big Brother. This unnerving vision of a complete disposal of relationships depicts how brutal a totalitarian society can be for its members in that the very fundamentals of human connection, such as love and family, are corrupted .***

- taken from LSG’s How To Write A Killer Text Response study guide*

***The ‘explanation’/analysis is located between the asterisks.

The linking sentence is the last sentence of your body paragraph and it should always ‘link’ back to the main idea you have explored (topic sentence) as well as the prompt. Avoid merely rewording your topic sentence, and a hint to do this well is to refer to the creator’s intent .

'Ultimately, the loss and alteration of meaning within marriage and sex demonstrates how brutal a dystopian society can be for individuals, and as Orwell forewarns, can be the destruction of humanity itself.' - taken from LSG’s How To Write A Killer Text Response study guide
'Orwell cautions his readers to be wary of societies such as the Big Brother regime by portraying the cruelty of the Party’s actions.' - taken from LSG’s How To Write A Killer Text Response study guide

Check out our video, ' What do year 9s learn in English? ' for a more in depth look at what's expected of you this year!

3. Year 9 Assessments and Exams

In Year 9, this is where you will gain exposure to an array of forms of texts, ranging from creative responses, speeches, analytical essays, film, poetry and persuasive pieces.

Throughout the year, you will study a range of different texts (the ones mentioned above) and the activities and assessment tasks you will receive will be based on these texts.

Generally, by the end of Year 9, you will have completed:

A creative response,
A persuasive essay (formatted as an opinion piece, editorial, or letter to the editor),
An oral presentation about a particular issue,
A film analysis , and/or
An analytical essay based on a play, novel or poems

Throughout the year, you may receive different types of classwork, depending on your teacher. These may include:

Performances
Group presentations
Comprehension questions
Practise essays/paragraphs
And so much more!

4. How To Prepare for the Assessments and Exams in Year 9?

Practise, practise, practise!

One of our most common sayings at LSG is 'study smarter, not harder'. This means knowing where your weaknesses lie and doing what you must to improve upon them. Don’t stick to your comfort zone too much - allow yourself to do the unfamiliar enough times to make it familiar. This will also help you build confidence within yourself when you see the progress you make.

Here are a couple of tips for you to help you prepare for any upcoming assessments and exams like an A+ student:

Reading more than your assigned texts can help you improve your spelling, vocabulary and expression when writing! The more you read, the more knowledge you will gain about fluency and structure. I would recommend reading widely. This means not confining your reading to just purely manga, but also newspaper articles, novels, non-fiction texts, etc.

If you want to become an expert on the text you’re studying and stand out from the rest of your classmates when you get to essay writing, read more about your text. This can include reading up on the background of the author who wrote the text, investigating the social, historical and cultural context of the text. Study guides, interviews, reviews and sample high scoring essays around the text are also very helpful resources!

Drafting and Essay Feedback

Drafting and getting essay feedback is an important cycle to come back to for the remainder of your high school career.

Going back to what I have just said, practise is key to success in English. English is often deemed to be one of the most confusing subjects because many students claim it to be subjective and will often complain that they have no idea what they’re doing. Generally, this isn’t a good sign. We understand that it can be difficult to know whether you’re on the right track or not, but it’s important we don’t just sit there and wonder the whole time. We must also seek feedback from our teachers or tutors about ways we can improve our work.

Upon receiving feedback from our teachers or tutors, we can’t just stop there. We must also incorporate this feedback into our re-draft or finalised copy of the work. Any questions or confusion must be addressed during this stage so you know exactly what to do next time.

At LSG, we have high-quality tutors who have received the marks you’re after and can walk you through your high school English journey.

What will we offer you?

Regular English advice and support (whether that is homework help, essay feedback or if you just want to go the extra mile and get ahead with your English studies)
A specialised LSG Signature Program that can cater to your goals and help you develop the knowledge and get all the consistent writing practise you need
Guidance as we work through the necessary writing skills and strategies that will get you the A+ you desire
Access to exclusive LSG resources that will save you time creating your own notes (planning and writing templates, sample high-scoring essays and so much more!)

If you want more information on why you should pick us, check out our tutoring page . Otherwise, click here to express your interest today!

For a detailed guide on Language Analysis including how to prepare for your SAC and exam, check out our Ultimate Guide to VCE Language Analysis .

[Video 1 Transcription]

Hey, guys. You can see that I am holding a stylus, which means we're doing something different today. Today's the first time that I'm going to be analyzing an article. Because I know that a lot of you are actually studying analyzing argument or basically language analysis, where you get an article, usually it's called material, and you have to analyze what persuasive techniques the author is using. Now, this is actually my favorite part of the English course. So I don't know why it took me so long to do this, but I'm actually really excited to start this sort of segment. If you do enjoy what you've watched at the end of this video then give me that like. Because I'll really appreciate it because I'll know if you guys actually do like it or not, and I'll make more of these if so. Basically, the way I'm doing this is very much like how I teach my students inside my tutoring sessions with them. I'm going to be going through the article with you and highlighting language techniques we see and then interpreting them. So, trying to understand why it's persuasive or trying to understand why authors try to use these persuasive techniques to persuade people to agree with their argument. Now, obviously, it's not going to be exactly like a tutoring session because I didn't want this video to be too long. So, I'm going to go through it a little bit of haste, but hopefully still with enough detail for you to be able to take away and be able to do more of it on your own. I'm going to be looking down because I have a stylus on me, which I borrowed from my lovely nephew, Alex. Thank you, Alex. And actually uses this computer for school. Lols. I have attached the PDF to this article in the description box below. Now, this is a very old article from VCAA, back in the year 2000. Now, the reason why I chose such an old article was because: one, it's still really relevant despite its age. The things that we're doing today, in today's study design, is still very much so similar to what they did back in the day. The second thing was, I didn't want to do an article that I felt a lot of you had already done. I wanted to be able to offer you something new and bring something new to the table, basically. So before we get started, what I want you to do is download this article in the description box below. Make sure you have a read of the article, and then try to analyze it on your own before we actually get started. This way you can compare the things that you've found versus the things that I found, and I think you might be very surprised to see that we'll probably have different interpretations. The focus of today's video is really just to identify language techniques and to try to understand why they've been used. There are other elements of the criteria that need to be covered and they will be in due time. But that's just something that I wanted to focus on first because I want to make sure that you guys have got the fundamentals down pat. As always, reading background information is critical for your understanding of the issue. As you can see here, we've got a report of Ms. Smith, principal of Anyton Secondary College, to the annual general meeting of the school council. So it's clear from her report that she is very concerned this year at the rising level of absenteeism among the middle school students. Also, it says, "How can students learn if they're not in class?" In the end, she writes: "So I urge the school council to devise a policy that will enable us to put an end to this epidemic of truancy. We need to take a firm line to ensure all our students are in school." Okay. So now that we've read the background information and we understand the context of the situation, let's now move into the first article. So the first article has been written by a parent, Tom Frost. So automatically, we can see that he is a parent, which goes to show that there are some credentials there. So credentials, basically, is what's the title of the person who's writing the article. The fact that he is a parent goes to show that he is someone who is actually invested in the education of students, so we as readers may be more inclined to believe him or trust him because he obviously has a child at that school, and so he wants the best for that child. So, let's hear what he has to say. "I'd like to speak against the proposal of the principal, Ms. Smith, to come down on truancy like a ton of bricks." Okay. So, automatically, we can see that he has labeled truancy and Ms. Smith's proposal like a ton of bricks. Now, if we think about a ton of bricks, to me, a ton of bricks is an idiom. An idiom is like a saying. So it's related to the idea that something is a burden, and so he's making truancy seem like a burden, so something that's not a good thing. So, from the get-go, he makes Ms. Smith's proposal of a policy on truancy something that has negative connotations. Next, he says, "Let's not get too carried away with this truancy issue." The fact that he uses let's is inclusive language. This should be quite easy for you guys to pick up. Whoops. If only I knew how to spell language. Okay, fine. I'll spell it properly. So, why do we actually use inclusive language? Inclusive language usually involves words like let's, we, our. And these create the sense that there is a collective responsibility that we hold. So, potentially as readers, we could even be parents ourselves who feel like we need to get involved in the issue in order to actually have an impact on what's happening here. The fact that he doesn't just say, "Ah, I'm not going to get carried away with this truancy issue," and he says, "Let's not get carried away," automatically includes you on his team and so may make you more inclined to support his idea. To add onto the sense that there is quite a bit of credibility, he says, "I've got three kids here." So, I believe that that compounds his credentials; his authority in this matter. So, as a parent, he should know what's good and what's not so good for his children, unlike the principal who is just an authoritative figure. He then goes on to say, "I'm not sure they need to be chained to their desks all day." This is a great one. This is a metaphor. This metaphor of the children being chained to their desks all day, it doesn't sound great, does it? To be chained to something implies that you've been imprisoned or that maybe it's even likened to slavery. So if we're thinking of kids as being imprisoned and enslaved, obviously, this is something that we definitely don't want, and so he really pushes us from supporting Ms. Smith's policy and feeling sympathetic to these students. Seven days a week itself also compounds on this metaphor. I would say that by saying it's seven days a week, he really leaves no room for there to be argument. To me, this is exaggeration. Why? Because students are only at school five times a week, so to say seven days is already an exaggeration. But he does this in order to really stress this idea that this policy is definitely a no-go. None of us would want our children... We're not parents, but let's just say, if we're in the position of a parent reading this article, none of us would want our children to be chained to desks seven days a week, would we? He goes on to say, "Is it so bad to wag school?" Here we have a rhetorical question. Sorry. I switched from a thicker pen with exaggeration back to the normal one because I think it's a little bit too thick. Rhetorical questions are generally put there in order to get you thinking. And rhetorical questions tend to have an obvious answer that you should be agreeing to. So, when he says, "Is it so bad to wag school?" it's not the same as openly asking, "What do you think about wagging school?" where you're then open to the opportunity to support it or not to support it. Whereas, the way that he phrases it, "Is it so bad to wag school?" is already urging you to say, "Ah, of course not." So, at the same time, he belittles this issue. He dismisses the issue of wagging school and turns it into something that is just to be thrown away; something that shouldn't really be a concern of parents. So, at the same time there, I'm going to say that there's belittling there. He then goes on to say, "After all, most of us have wagged school without coming to grief or causing trouble, haven't we?" That's generalization, right there. Whoops. Why can't I write on this side? Generalization is done when we want to make it sound like something is super common. By saying "Most of us," he collectively involves everyone to make it seem as though everyone has wagged school before, so really, what's the issue? Next, he says, "In our house." Okay. This, I believe, really draws upon family values. By now including his home, he is saying that this is an issue that just goes beyond just kids wagging school or kids not being at school. It's a family value. "The fact that they don't go to school is something that they call mental health days." He puts a positive spin on the negatively connotated truancy, and because a lot of people are advocates for mindfulness, meditation, and looking after ourselves, this is something that may encourage readers to agree with the author. Okay, continuing on. "Seems to me there are good reasons why kids play truant." Play is a really interesting word choice. By using the word play, it definitely dumbs down the issue and makes it seem something super lighthearted. Because when kids play, of course, it's just fun. It's joyful. And so, he's making this issue of truancy, basically, a game. So again, it's like it's not a serious issue and it underplays the principal's point of view. If we skip ahead a little bit, he even says, "I can see from your nods." So here, again, it's like the collective response. He's already indicating, through his speech, that everyone pretty much agrees with him and so should you. Then there's rubbish. Rubbish has negative connotations. You get reminded of words like waste, garbage, and nonsense, which undermines the idea of independent and flexible learning, as though it's something that actually isn't really that helpful. He then continues to say, "Kids decide to find out about life firsthand." What he's saying here is that kids actually need to experience things themselves. Let's move into our final paragraph. He says now, that "School started out as places to educate kids and then became kind of a childcare for big kids." The imagery there... I would say imagery, you don't have to use imagery. You could say negative connotations. You could say metaphor. You could label it whatever you want. For me, I get this picture of a childcare with really old kids that are like teenagers running around in the cradles, kids in cots, playing with little games, and it's just nonsensical. In addition to this, by saying that school is like a childcare, he suggests that school isn't really a place that has children's best interests at heart; now they're part of the remand system. Remand is legal jargon. I actually didn't even know what this word meant, so I had to look it up. But if you use jargon, you're using words from a certain field that most people won't be familiar with. So lawyers, obviously, will be really familiar with terms like being on being on bail, custody, defense, prosecution. Words like that, that say, for me, as an everyday person who might only know a little bit about the law, because I've watched quite a few legal dramas on TV, that's when it becomes jargon; when it's vocabulary that's beyond just the everyday person. So, here you could say that it's legal jargon and that he is now creating the picture of a school, not as a place for education, but a place where people are in custody. So, they're in custody of the school, which sounds terrible, doesn't it? He goes on to keep using inclusive language. So, that is some repetition that is used throughout his piece. To sum up, he says, "You hear all these things about drop-in centers, buddies, big sister programs, peer support, and other schemes. Why can't we try some of these than hounding students endlessly?" Rhetorical question. It's interesting that he has now offered alternative solutions. This is something that may encourage other people to agree with him because he's not just slamming down the principal's suggestion, but he's offering his own solution to the problem. Which implies that he has carefully thought this through, and he has thought about other ways they can improve on absenteeism. Moreover, you could even say that maybe the principal hasn't been doing her job because if she had been trying drop-in centers, buddies, big sister program, maybe she wouldn't be at this point where she's trying to enforce the truancy policy. That's just where I'm going to leave it today. I didn't want this video to stretch out too long for you guys, so I didn't go into as much detail as I could have. But that's to say that there are plenty more language techniques for you guys to pick up. It's your job now to have a read of it again and see if you guys can find anything else. I'm going to respond to every single one of you who has analyzed something and left it in the comment section below. I also wanted you guys to know that I have an online course called How to Achieve A+ in Language Analysis. If you're somebody who struggles with language analysis and you've found this video helpful, or you've liked my teaching style, then I encourage you to check it out. I've just updated some of the videos for 2018 so that it's up to date, and I share with you all the secrets that I discovered when I achieved A+ in my own language analysis SACs and in the exam when I was in year 12. I'll put it down in the description box just down below. And next week, we're going into part two of this article, where we're going to analyze Rosemary Collins' letter, so I'll see you guys then. Bye!

[Video 2 Transcription]

Hey guys, welcome to part two of the article that we'll be analyzing today on the topic of truancy. If you haven't watched my previous video where I analyze the first article in this language analysis, then I'll just put it in the card up above. But if you have, then you're ready to join me on this next part. Last week, we looked into Tom Frost's speech, whereas this week we're going to be looking at Rosemary Collins. I will be looking down here, so don't mind me, and I'll be annotating live for you guys as we do this. So just to reinforce on what I said last week, I can't possibly go through every single language technique here with you, especially because I don't want this video to be too long. So I'll just be choosing the ones that stand out to me, and I'll be sharing with you the language technique that it's called or how I would call it, and why I think the author might use that in an attempt to persuade the audience. So let's begin here with Rosemary Collins. So Rosemary herself is... I thought I can expand it. That's cool. All right. So Rosemary herself is a parent. We know that because of this down here. So she automatically uses her credentials from the get-go. So as somebody who uses their credentials, we may be more inclined as the audience to agree with what she's saying because, one, she's a parent, so she has a child at the school, and so therefore has their best interests at heart. Now, unlike the first article, what we can see here is an image. It's a key and on it says, "Key Educational Consultants," and it has the address. I think this image is really interesting because keys are usually indicative of safety, of the answer, or something that is trustworthy. So it definitely shines a positive light on Rosemary Collins, who is some sort of Key Educational Consultant. So not only is she a parent, but she seems to hold quite a high position when it comes to something involving education. She is a consultant herself, so maybe that means that she shares her advice with other people and people actually pay her for this, so therefore maybe we're more inclined to support her point of view. Additionally, we could also identify a pun here. Further credibility. The final thing I would say here is that there as a pun. So with key, it's not only the physical key, but it's the key as though it's the answer. So as you can see just from the one image, we've been able to find at least three different language techniques. So don't be afraid to go into this much details, teachers actually love this. So we've already established that she's writing as a parent and we've talked about that. Now she goes on to talk about how she's a consultant, so I feel like we've touched on that, so I won't go into that again. But then she goes on to talk about how it is a complex issue and that it will not be solved by a punitive model of discipline, one which is both ineffective and... Woops my camera turned off. Sorry, lost the battery. So let's make this super quick. By saying punitive model of discipline, punitive itself means punishment, so here essentially she's saying that it's a form of punishment, which actually reminds me of Frost's comment earlier, that students would be chained to their desks. So you call that negative connotations, if you would like to. One of my favorite ones. One of my favorite language techniques to use. Okay, the word alienating is interesting as well. School should be a place that's welcoming, it should be inclusive, comforting, but not alienating, going against everything that school should represent. So the portrayal of this discipline model is a negative one. So if we jump ahead into the next body paragraph, I'm just going to group a few things together. She uses research and statistics, particularly in Victoria as well. So we know from early on that she is a researcher, so that's credible within itself, because she is someone who's experienced in the field and someone who has done her research and she's knowledgeable. She uses statistics, and statistics itself is seemingly factual, it's something that we can't refute and, therefore, we may be more inclined to agree with her based on those facts. Moreover, she includes the fact that they're in Victoria, so this means that it's relevant and applicable to us as readers because pretty much all the students who'll be doing this article will be from Victoria. Because it affects us directly, we might be more inclined to therefore agree with what she's saying. She also mentioned that students who do not attend school regularly are disengaged socially and educationally. So what this does is it absolves students of the blame, as though it's not their fault. There is a reason why they don't show up at school. And so the concern and the focus should really be on that, rather than just punishing them even more and therefore alienating them even further. This might connect with parents who especially don't want their children to be unfairly blamed. In her last sentence, she says that students absent from school due to an impediment are equally deserving of attention according to their needs. So again, this is reinforcing the fact that it's not the student's fault, but we need to work harder at lifting them up, so that they do receive equal attention. And it's implied that this hasn't been happening. She says our school. In our last video, we talked about inclusive language and how that encourages people to agree. She talks now about a holistic approach to absenteeism. So like Frost, she offers her own solution to the matter, rather than just slamming down the principle's policy. Now we're looking at something that is about the entire community. So if we go ahead with a holistic approach, it's as though everyone wins and as readers, we might be more inclined to agree with this because we always want the best for everyone's interests. She elaborates by talking about alternative curriculum options, positive community service experiences. So by offering her own solution, she now is encouraging readers to agree with what she's saying. And she ties it in with four other students going to show that it's not just a one-size-fits-all. Every student is different and so, therefore, the way that we go about helping them should be different as well. Oh my gosh. I'm so sorry. I just realized that I forgot to annotate the articles. I'll do that in a second and attach the PDF to this annotated version for you in the comment section below. The last thing I would want to talk about is how she mentions, "I would be happy to be part of a working group." So she's not just talking, but she's actually going to walk the talk. Therefore, we should trust her judgment because even she is a willing participant of her own solutions. So if that's the case, then we're more inclined to agree with her. Lastly, she concludes with her credentials. So of course that ends up on that high note to ensure that we do trust for her and to show that she is somebody who is deserving of our trust. So that ends off my analysis of this particular article. If you wanted more information or you like the way that I teach language analysis, then you might be interested in my online course, How to achieve A+ plus in Language Analysis. It's had over 300 students participate and an overall rating of 4.5 stars, so I'm really happy to say that I believe this course has been doing really well at helping those who struggle in language analysis. So if you're somebody who struggles from the basics of not knowing how to identify a language technique to somebody who is unsure of how to explain how it persuades or somebody else who struggles with analyzing the argument and seeing how the argument comes together and develops, then I would strongly encourage you to go ahead and check it out. Otherwise, there are plenty of language techniques that I haven't covered just yet. And I'm sure that you guys have interpreted some of the language techniques I've found here differently. I'd absolutely love to hear what you guys have to say. Leave it in the comment section below, and let's all work together to do well in language analysis over this next term. Can't wait to see you guys next week. Bye!

[Video 3 Transcription]

Hey guys. So what am I talking about? So recently, I released a new segment where I talk about analyzing argument and I analyzed an actual article with you. I haven't done it before, but from what I can see, you guys are actually really enjoying it. I want to remind you guys that I am doing a analyzing argument livestream next Friday, the 27th after school at 5:00 PM. So if you have any questions for me I encourage you to start asking away. I'll put the link to the livestream below for you guys so you can hit that link and then go and set up a reminder for yourself. There's also a chat section there for you to actually start answering your questions. So do that because you know, I need questions to start off with, to answer. If you get in early, then I'll probably start off with yours. So heck yeah, let's answer this. Asa has asked me, "Hey, Lisa. This video was super helpful, but I was wondering if next time you could include a section where you translate annotations and put it into a paragraph. I know in order to get a high mark you shouldn't be focusing too much on the techniques, but rather in a more holistic way. It'd be pretty cool to see which ones out of the bunch you annotate you choose to include in your analysis. Thank you." I eventually wanted to get up to this point and talk more about structuring an essay and how to organize it in a body paragraph. But I was trying to figure out what to do for this video. Then I thought, "You know what, why not just do it now?" Obviously, with analyzing argument or language analysis, however you want to call it, it's a big section in the exam and there's a lot to cover. So I'm not going to go into too much detail about how I actually structure the essay for language analysis, because I think that is most suited to an entire video in itself. But I thought I would at least just create one paragraph for you guys just to give you a little bit of an idea of how I would go about it so you can walk away from this video with a little bit of extra knowledge to help you with your language analysis. So basically, in the paragraph that I've created, you'll see that I don't use every single language technique that I have found, and that's the whole point. You want to be at that skillset where you can find so many language techniques, but you're so good that you know that you can't analyze absolutely everything, so you go and choose the gems out of the lot. So choose the ones that you think will help you set yourself apart from other students. For example, I always try to encourage my students not to necessarily always talk about stats or rhetorical questions or inclusive language, because those ones are super obvious. They're the ones that everyone can find. So of course, you don't just strategize your essay and choose techniques that you think no one else is going to write about. Because, what if that rhetorical question is actually a really strong one where you could elaborate and say something really insightful about it, right? So it's all a balancing game. Let's just get into the paragraph and give you guys a look. What I do is I base paragraph according to ideas. Now, every single author who creates an article has a main contention, but what we're after now are the smaller ideas that the author makes in order to support that overall contention. One idea that I have chosen to talk about is the idea of what school has become, or the current school culture. In my paragraph, I have included a few language techniques that I believe fit into this overall idea. So Frost highlights the current and unpleasant school culture in an effort to rile support from other parents. You can see here that this is the idea that I'm focused on. His use of the metaphor, chained to their desk all day, suggests how children are being imprisoned by their schooling. Especially since it's seven days a week. This may deter parents from supporting the principal's absenteeism policy, as they feel as though their children are spending more than enough time at school. You can see here that I've included one language technique, and it's the metaphor. The main reason why I've included this metaphor is because the idea that children are chained to their desk all day really reflects the school culture and attitude of Frost's child school. Next I say, Frost compounds this idea of trapped children through highlighting that school is now a childcare for big kids, rather than a place to educate kids. The childcare works to portray the school, and by extension the principal, as incompetent at their job of raising an independent next generation. As a result, disgruntled parents may resist the idea of a truancy policy as it becomes apparent that more times at school is unlikely to equal better outcomes for the child. I've inputted a second language technique here, and I've really focused on the idea itself though. I'm emphasizing the fact that this school, as it is right now, is just not a good place to be. You can see that I'm being consistent with this idea, because I start off the sentence with, "Frost compounds this idea," showing the link with my own sentences. Then I move on. Moreover, Frost's declaration that school is now a remand system may further encourage parents to support his case, as it is implied that children are being held custody by the school. His passion may strike a chord with other parents who feel alienated by the seemingly impenetrable school culture, with which they find it difficult to contribute or influence. So I finished off this paragraph with a third and final language technique. As you can see here, what I am focused on more as a writer of this essay is the idea of school culture. With that, I try to find language techniques that work with it. I don't do it the other way around, where I base it off a language technique and try to cram, I don't know, just ideas into a language technique or try to make it work that way, because it's going to be a lot tougher for you. Focus on the ideas and see which techniques fit into it. Now, I found more techniques I think than the three, that could have fit into this body paragraph, but I felt like these three pointers were probably the strongest ones and the ones where I felt like I could really show off my analytical skills. So I talked about a metaphor. I talked about how the place is a childcare. The betrayal of the school, lack of childcare and the idea of trapped children or imprisoned children, I worked off this idea. Then I worked off this idea even further by talking about a remand system, which is legal jargon for custody. It's like these children are just being condemned to this school, which is something that no parents would want. And so, I really emphasized that. So yeah, that's pretty much it. I hope that answers your question, Asa. I only used three language techniques, but it's not about the quantity. It is about the quality of the work that you're portraying. Sorry, I keep looking down because I've written my stuff here for you guys, but you'll notice that these language techniques don't come one after another in the article, they're kind of all over the place. This is really important to enable you to be able to go and find different techniques from different areas of the article, rather than just confining yourself to, "Oh, this author has written this one paragraph. Let me try to find all these techniques in this one paragraph and transport that into one paragraph in my essay." You know? To sum up, main messages are, focus your paragraphs on an idea. It's not about quantity, it's about quality of your language techniques. Try to find the ones that are going to show off your skill. And fourth, you don't need to find language techniques in a chronological order. You can pick them out wherever you please. That's it. If you find this interesting or if you're not being taught this at school or you feel like the advice that I'm giving you is actually really helpful, then I'd encourage you to go and check out my study guide that I created with two other girls who achieved a study school of 50. So we have an entire section there about analyzing argument, from analyzing itself, language techniques, essay structure, writing up the essay, then showing you high essay responses with annotations to ensure that you know what you're doing. So I've got you covered, all right? Don't stress. So I will see you guys next week for the livestream. It will be on Friday the 27th at 5:00 PM. So as usual, I'm your Friday girl. I'm always here on Fridays and you guys can ask me any of your questions related to analyzing argument then. Speak to you guys then. Bye!

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How to Plan an Essay in 5 Minutes: Boost Your Skills

Table of Contents

At GradeScholars.com, we understand that essay writing can be a daunting task, but it doesn’t have to be. That’s why we’ve created this comprehensive guide to help you improve your essay writing skills , with a focus on planning. With our tips, guides, and resources, you’ll be able to plan your essay quickly and efficiently, ensuring that you have a clear and concise roadmap for your writing.

So, what exactly is Essay Planning?

Essay planning is the process of organizing your thoughts and ideas before you start writing your essay. It involves brainstorming, outlining, and structuring your essay to ensure that it has a clear and logical flow. Essay planning is an essential step in the essay writing process as it helps you to focus your reading, identify key points, and develop a coherent argument.

Why is Essay Planning Important?

Essay planning is important because it helps you to work out what to include and what can be left out, choose material and put it in order, develop a coherent argument, ensure that your essay has a clear and logical structure, save time, and reduce stress. Effective planning can speed up the essay writing process and give the essay direction and precision. It helps you to organize your thoughts and ideas before you start writing, which makes it easier to develop a clear and concise thesis statement. Planning also helps you to understand the essay question better and use evidence and sources more effectively. By taking the time to plan your essay, you can ensure that you produce a high-quality piece of work that meets the requirements of your assignment.

Essentially, essay planning is important because it helps you to:

Work out what to include and what can be left out
Choose material and put it in order
Develop a coherent argument
Ensure that your essay has a clear and logical structure
Save time and reduce stress

What are the Benefits of Essay Planning?

The benefits of essay planning include improved organization and structure of your essay, clear and concise thesis statement, better understanding of the essay question, more effective use of evidence and sources, more efficient use of time, and reduced stress and anxiety. Effective planning can speed up the essay writing process and give the essay direction and precision. By planning your essay, you can organize your thoughts and ideas before you start writing, which makes it easier to develop a clear and concise thesis statement. Planning also helps you to understand the essay question better and use evidence and sources more effectively. It can also help you to save time and reduce stress by ensuring that you have a clear plan to follow.

A well-planned and organized essay indicates that you have your ideas in order, which makes it easier for the reader to follow the points being made. Planning your essay allows you to write strategically, and having some basic knowledge means you can come up with your key points before deciding on an order. By using a box plan or essay plan, you can divide your essay into sections and ensure that each section has a clear purpose and focus. You can also use dot points to list useful information or ideas from your research notes for each paragraph.

Essentially, the benefits of essay planning include:

Improved organization and structure of your essay
Clear and concise thesis statement
Better understanding of the essay question
More effective use of evidence and sources
More efficient use of time
Reduced stress and anxiety

By taking the time to plan your essay, you can ensure that you produce a high-quality piece of work that meets the requirements of your assignment. There are many resources available to help you with essay planning, including guides, templates, and online tools. By using these resources and following the steps outlined in this guide, you can improve your essay planning skills and become a more effective writer.

How to Plan an Essay in 5 Minutes: Step-by-Step Guide

Planning an essay in 5 minutes can seem like a daunting task, but it is possible with the right approach. Here are the steps to follow and get to write great essays in no time:

Step 1: Understand the essay question

Before you start planning your essay, it’s essential to understand the essay question. Read the question carefully, and identify the key ideas, themes, and requirements. Make sure you know what the essay is asking you to do, and take note of any specific instructions, such as word count or format.

Step 2: Brainstorm ideas and create an outline

Once you’ve understood the essay question, it’s time to brainstorm ideas. Jot down all the ideas that come to mind, without worrying about their order or relevance. Once you have a list of ideas, create an outline that organizes them logically. You can use bullet points, mind maps, or a list to help you.

Step 3: Write a clear thesis statement

Your thesis statement is the main idea of your essay, and it should be clear and concise. Take a look at your outline and identify the central argument or theme that ties your ideas together. Then, write a thesis statement that summarizes this argument. Make sure your thesis statement is specific, debatable, and relevant to the essay question.

Step 4: Organize your ideas into paragraphs

With your thesis statement in place, it’s time to organize your ideas into paragraphs. Each paragraph should focus on a single idea, and all the ideas should relate to your thesis statement. Start with an introduction that sets the tone for your essay, and then move on to the body paragraphs. The body paragraphs should develop your ideas in a logical order, using evidence to support your arguments. Finally, end with a conclusion that summarizes your main points.

Step 5: Review and revise your plan

After you’ve finished planning your essay, take a step back and review your work. Make sure you’ve addressed the essay question, and that your ideas flow logically. Check for any spelling or grammar errors, and revise your plan if necessary. Once you’re happy with your plan, you can start writing your essay with confidence.

Amazing Strategies for Effective Essay Planning

Consider the essay type.

Different types of essays require different approaches to planning. For example, a persuasive essay will require a different planning strategy than a compare and contrast essay. It’s important to understand the requirements of the essay type and plan accordingly.

Example : If you are writing a compare and contrast essay, you may want to create a Venn diagram to help you compare and contrast the two subjects. This can help you organize your thoughts and ensure that you cover all the necessary points.

Use Visual Aids

Visual aids such as mind maps, diagrams, and flowcharts can help you visualize your ideas and how they relate to each other. These tools can be especially helpful for brainstorming and organizing your thoughts.

Example : If you are brainstorming ideas for an essay on climate change, you can create a mind map with different branches for causes, effects, and solutions. This can help you identify different angles to approach the topic and organize your thoughts.

Time Management

Effective essay planning requires time management. Set aside enough time to plan your essay and stick to a schedule. This can help you avoid procrastination and ensure that you have enough time to research, plan, and write your essay.

Example : If you have a deadline for your essay, create a schedule that includes time for research, planning, writing, and editing. Allocate more time for the stages that require more work, such as research and planning.

Get Feedback

Getting feedback on your essay plan can help you identify any weaknesses or gaps in your argument. Share your plan with a friend or classmate and ask for their feedback. This can help you refine your ideas and ensure that your argument is clear and convincing.

Example : If you are writing an essay for a class, you can share your plan with a classmate and ask for their feedback. They may be able to offer insights or perspectives that you had not considered.

Essay Planning Mistakes You Must Avoid: What Not to Do

While there are many things you can do to effectively plan your essay, there are also several things you should avoid. In this section, we will discuss some common pitfalls that you should be aware of and avoid when planning your essay.

Starting without understanding the essay question: One of the most common mistakes students make when planning their essays is to start without fully understanding the essay question. This can lead to a lack of focus and coherence in your essay. It’s important to take the time to read the essay question carefully and ensure that you understand what is being asked of you before you start planning.
Skipping the brainstorming stage: Brainstorming is an essential part of effective essay planning. It helps you generate ideas and organize your thoughts. Skipping this stage can result in a poorly structured and underdeveloped essay.
Failing to create an outline: An outline is a roadmap for your essay. It helps you organize your ideas and ensure that your argument flows logically and coherently. Failing to create an outline can make it difficult to stay focused and on track when writing your essay.
Being too rigid with your plan: While it’s important to have a plan for your essay, it’s also important to be flexible. Your plan should be a guide, not a strict set of rules. Being too rigid with your plan can make it difficult to adapt to new ideas or changes in your argument.
Ignoring research: Research is an important part of essay writing. It helps you support your argument and provide evidence for your claims. Failing to conduct research or ignoring important sources can weaken your argument and make your essay less convincing.
Forgetting to revise your plan: Your plan is not set in stone. It’s important to revise and refine your plan as you go along. This can help you identify weaknesses or gaps in your argument and ensure that your essay is well-structured and coherent.

FAQs about How to Plan an Essay in 5 Minutes

Q: Is it really possible to plan an essay in 5 minutes?

A: Yes, it is possible to plan an essay in 5 minutes with proper preparation and a clear understanding of the essay question.

Q: How important is essay planning?

A: Essay planning is essential for producing a well-structured and coherent essay. It helps you organize your ideas, develop a clear argument, and provide supporting evidence.

Q: What are some common mistakes to avoid when planning an essay?

A: Common mistakes to avoid when planning an essay include starting without understanding the essay question, skipping the brainstorming stage, failing to create an outline, being too rigid with your plan, ignoring research, and forgetting to revise your plan.

Q: What is the purpose of creating an outline when planning an essay?

A: The purpose of creating an outline when planning an essay is to help you organize your ideas, ensure that your argument flows logically and coherently, and provide a roadmap for your essay.

Q: Can I modify my essay plan as I write my essay?

A: Yes, you can modify your essay plan as you write your essay. Your plan should be a guide, not a strict set of rules, and should be revised and refined as necessary.

Valuable Resources Further Reading on Essay Planning

When it comes to improving your essay planning skills, there are a plethora of valuable resources available for further reading. Here are some recommended resources to help you enhance your essay planning abilities:

The Purdue Online Writing Lab (OWL) : The OWL is a comprehensive resource for writing and research, including tips and guides on essay planning. It provides detailed explanations of each step of the planning process, from understanding the assignment to revising your plan.
Harvard College Writing Center : The Harvard College Writing Center offers a variety of resources to help students with their writing, including essay planning. Their website features guides on different aspects of essay planning, such as brainstorming and outlining.
Writing Commons : Writing Commons is a free, peer-reviewed, open education resource for college-level writers. It provides a wide range of resources on essay planning, including tips, strategies, and examples.
Your College or University Writing Center : Many colleges and universities have a writing center where you can receive one-on-one assistance with your writing, including essay planning. Check with your institution to see if they offer this service.
Books on Essay Writing : There are many books on essay writing that provide in-depth guidance on essay planning and other aspects of academic writing. Some popular books on essay writing include “The Elements of Style” by William Strunk Jr. and E.B. White, “On Writing Well” by William Zinsser, and “They Say / I Say” by Gerald Graff and Cathy Birkenstein.
Academic Journals : Academic journals in the field of writing studies often publish articles on essay planning and other aspects of academic writing. Some popular academic journals in this field include College Composition and Communication, Journal of Writing Research, and Written Communication.
Online Writing Communities : There are many online writing communities where you can connect with other writers and receive feedback on your writing, including your essay planning. Platforms such as Reddit and Quora offer forums and discussion boards where you can seek advice and ask questions.

By utilizing these resources and continuing to practice and refine your essay planning skills, you can improve your overall essay writing abilities and produce well-structured, coherent, and effective essays. With continued practice and learning, you can become a more effective and confident essay writer.

Final Remarks on How to Plan an Essay in 5 Minutes

In conclusion, effective essay planning is crucial for producing high-quality essays that effectively communicate your ideas and arguments. By following the step-by-step guide, incorporating the tips and strategies mentioned, and avoiding common mistakes, you can efficiently plan an essay in just five minutes.

Remember to focus on understanding the essay question, brainstorming ideas, creating a clear thesis statement, organizing your thoughts into paragraphs, and reviewing and revising your plan. Additionally, take advantage of the valuable resources available for further reading to continue improving your essay planning skills.

By mastering the art of essay planning, you can become a more confident and proficient writer, producing well-structured and compelling essays that stand out to your professors and peers. So, go ahead and start planning your next essay with these valuable tips and strategies, and see the difference it makes in your writing.

Get Help from Expert Essay Writers Today

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This page is the first of two that describe the processes involved in producing an essay for academic purposes, for school, college or university and covers the planning stages of essay writing, which are important to the overall process.

The second page, Writing an Essay , provides more information on the steps involved in actually writing an essay. We recommend you read both pages to gain a full understanding.

Developing the skill of essay writing takes practice, time and patience , your essay writing skills will improve and develop the more you write.

With the help of your course tutor (teacher or lecturer) and peers (other students) and from constructive feedback from the marker of your work, writing an essay will become easier as you progress through your studies and your confidence increases.

This page details general good practice in essay planning, including what you should do and what you should try to avoid. It is important however, that you understand the specific requirements of your school, college or university.

Writing an essay helps you to consider the issues raised in your course and to relate them to your own experience, way of thinking, and also any wider additional reading and research you may have undertaken in order to tackle the essay topic.

Writing an essay (or other assignment) is an important part of the learning process. In the writing of an assignment, learning occurs as you think through and interpret the points raised (together with those of other writers on the subject).

Presenting your experience and showing understanding within your assignment will, from the marker's point of view, demonstrate your knowledge of the subject area.

The Purpose of an Essay

The original meaning of an essay is ' an attempt ', or a try, at something. It is therefore appropriate to consider writing an essay as a learning exercise.

Essays, and other academic writing, focus the mind and encourage you to come to conclusions about what you are studying.

Writing is often the best possible way to assimilate and organise information. Writing helps to highlight any areas that you have not fully understood and enables you to make further clarifications. It develops your powers of criticism, analysis and expression, and gives you a chance to try out your and other writers' ideas on the subject.

The feedback you receive from the marker of your essay should help to advance your study skills, writing, research and critical thinking skills .

What is the Marker Looking For?

As an essay - in the context of this page - is an assessed piece of work, it can be very useful to consider what the person who will be assessing the work, the marker, will be looking for.

Although different types of essays in different subject areas may vary considerably in their style and content there are some key concepts that will help you understand what is required of you and your essay.

When marking an assignment, a marker will look for some of the following elements, which will demonstrate you are able to:

Find relevant information and use the knowledge to focus on the essay question or subject.

Structure knowledge and information logically, clearly and concisely.

Read purposefully and critically. (See our page: Critical Reading for more)

Relate theory to practical examples.

Analyse processes and problems.

Be persuasive and argue a case.

Find links and combine information from a number of different sources.

Answer the Question

One main factor, always worth bearing in mind, is that a marker will usually only award marks for how well you have answered the essay question.

It is likely that the marker will have a set of criteria or marking guidelines that will dictate how many marks can be awarded for each element of your essay.

Remember it is perfectly possible to write an outstanding essay, but not to have answered the original question. This will, in all likelihood, mean a low mark.

Planning Your Essay

Planning is the process of sorting out what you want to include in your essay.

A well-planned and organised essay indicates that you have your ideas in order; it makes points clearly and logically. In this way, a well-planned and structured essay enables the reader, or marker, to follow the points being made easily.

Essay assignments are usually formulated in one of the following ways:

As a question

A statement is given and you are asked to comment on it

An invitation to ‘ outline’ , ‘ discuss’ or ‘ critically assess’ a particular argument or point of view

Remember always write your essay based on the question that is set and not on another aspect of the subject. Although this may sound obvious, many students do not fully answer the essay question and include irrelevant information. The primary aim of an academic essay is to answer the task set, in some detail.

To help you do this, you might find the following list of stages helpful.

Producing an Essay Plan

The essay plan below contains ten steps.

It is often useful to complete the first six steps soon after receiving your essay question. That way information will be fresh and you are more likely to be thinking about your essay plan as you do other things.

Study the essay question intently.

Write the essay question out in full.

Spend some time, at least half an hour, brainstorming the subject area.

Write down your thoughts on the question subject, its scope and various aspects.

List words or phrases that you think need to be included.

Note the main points you should include to answer the question.

If, at this point, you feel unsure of what to include, talk to your tutor or a peer to clarify that you are on the right track.

Once you have finished the first six steps and you feel sure you know how to proceed, continue to expand on your initial thoughts and build a more in-depth essay outline.

Skim through any course material or lecture handouts and start to build up a more detailed outline. Scan through your own lecture notes, and if anything strikes you as relevant to the assignment task, write where to find it on your detailed outline

Write down where you will find the necessary information on each of the points in your detailed outline (lecture notes, course handouts etc.). Indicate on the outline where you feel that some further research is necessary.

Be careful not to allow your outline to become too complicated; stick to main points and keep it relevant to the question.

If you have been given a reading list or a core text book then check the relevant sections of that.

See our page: Sources of Information for more ideas of where you can find relevant information for your essay.

Academic essays usually have a word limit and writing within the word limit is an important consideration. Many institutions will penalise students for not writing the correct amount of words – for example, the essay question may call for a 2,000 word essay, there may be a 10% grace, so anything between 1,800 and 2,200 is acceptable.

Think about the main elements that need to be covered in the essay. Make sure you allocate the greatest number of words to the 'main body of the essay' and not to a subsidiary point.

Decide how much space you can devote to each section of your outline. For example, a third of a page for the introduction, half a page for point 1 which has two sub-points, one and a half pages for point 2 which has five sub-points etc. Although you will not follow such a space scheme rigidly, it does enable you to keep things under control and to know how much detail to put in, keeping the balance of the essay as you originally planned.

Of course, you will make minor adjustments to your essay plan as you actually write. However, do not make major adjustments unless you are absolutely certain about the alternative and how it fits into your original scheme.

Having a strong essay plan makes the actual task of writing an essay much more efficient.

Continue to: Writing an Essay Sources of Information

See also: Essay Writing Tips Note-Taking for Reading Finding Time To Study

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How to structure an essay: Templates and tips

How to Structure an Essay | Tips & Templates

Published on September 18, 2020 by Jack Caulfield . Revised on July 23, 2023.

The basic structure of an essay always consists of an introduction , a body , and a conclusion . But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body.

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The basics of essay structure, chronological structure, compare-and-contrast structure, problems-methods-solutions structure, signposting to clarify your structure, other interesting articles, frequently asked questions about essay structure.

There are two main things to keep in mind when working on your essay structure: making sure to include the right information in each part, and deciding how you’ll organize the information within the body.

Parts of an essay

The three parts that make up all essays are described in the table below.

Order of information

You’ll also have to consider how to present information within the body. There are a few general principles that can guide you here.

The first is that your argument should move from the simplest claim to the most complex . The body of a good argumentative essay often begins with simple and widely accepted claims, and then moves towards more complex and contentious ones.

For example, you might begin by describing a generally accepted philosophical concept, and then apply it to a new topic. The grounding in the general concept will allow the reader to understand your unique application of it.

The second principle is that background information should appear towards the beginning of your essay . General background is presented in the introduction. If you have additional background to present, this information will usually come at the start of the body.

The third principle is that everything in your essay should be relevant to the thesis . Ask yourself whether each piece of information advances your argument or provides necessary background. And make sure that the text clearly expresses each piece of information’s relevance.

The sections below present several organizational templates for essays: the chronological approach, the compare-and-contrast approach, and the problems-methods-solutions approach.

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The chronological approach (sometimes called the cause-and-effect approach) is probably the simplest way to structure an essay. It just means discussing events in the order in which they occurred, discussing how they are related (i.e. the cause and effect involved) as you go.

A chronological approach can be useful when your essay is about a series of events. Don’t rule out other approaches, though—even when the chronological approach is the obvious one, you might be able to bring out more with a different structure.

Explore the tabs below to see a general template and a specific example outline from an essay on the invention of the printing press.

Thesis statement
Discussion of event/period
Consequences
Importance of topic
Strong closing statement
Claim that the printing press marks the end of the Middle Ages
Background on the low levels of literacy before the printing press
Thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation
High levels of illiteracy in medieval Europe
Literacy and thus knowledge and education were mainly the domain of religious and political elites
Consequence: this discouraged political and religious change
Invention of the printing press in 1440 by Johannes Gutenberg
Implications of the new technology for book production
Consequence: Rapid spread of the technology and the printing of the Gutenberg Bible
Trend for translating the Bible into vernacular languages during the years following the printing press’s invention
Luther’s own translation of the Bible during the Reformation
Consequence: The large-scale effects the Reformation would have on religion and politics
Summarize the history described
Stress the significance of the printing press to the events of this period

Essays with two or more main subjects are often structured around comparing and contrasting . For example, a literary analysis essay might compare two different texts, and an argumentative essay might compare the strengths of different arguments.

There are two main ways of structuring a compare-and-contrast essay: the alternating method, and the block method.

Alternating

In the alternating method, each paragraph compares your subjects in terms of a specific point of comparison. These points of comparison are therefore what defines each paragraph.

The tabs below show a general template for this structure, and a specific example for an essay comparing and contrasting distance learning with traditional classroom learning.

Synthesis of arguments
Topical relevance of distance learning in lockdown
Increasing prevalence of distance learning over the last decade
Thesis statement: While distance learning has certain advantages, it introduces multiple new accessibility issues that must be addressed for it to be as effective as classroom learning
Classroom learning: Ease of identifying difficulties and privately discussing them
Distance learning: Difficulty of noticing and unobtrusively helping
Classroom learning: Difficulties accessing the classroom (disability, distance travelled from home)
Distance learning: Difficulties with online work (lack of tech literacy, unreliable connection, distractions)
Classroom learning: Tends to encourage personal engagement among students and with teacher, more relaxed social environment
Distance learning: Greater ability to reach out to teacher privately
Sum up, emphasize that distance learning introduces more difficulties than it solves
Stress the importance of addressing issues with distance learning as it becomes increasingly common
Distance learning may prove to be the future, but it still has a long way to go

In the block method, each subject is covered all in one go, potentially across multiple paragraphs. For example, you might write two paragraphs about your first subject and then two about your second subject, making comparisons back to the first.

The tabs again show a general template, followed by another essay on distance learning, this time with the body structured in blocks.

Point 1 (compare)
Point 2 (compare)
Point 3 (compare)
Point 4 (compare)
Advantages: Flexibility, accessibility
Disadvantages: Discomfort, challenges for those with poor internet or tech literacy
Advantages: Potential for teacher to discuss issues with a student in a separate private call
Disadvantages: Difficulty of identifying struggling students and aiding them unobtrusively, lack of personal interaction among students
Advantages: More accessible to those with low tech literacy, equality of all sharing one learning environment
Disadvantages: Students must live close enough to attend, commutes may vary, classrooms not always accessible for disabled students
Advantages: Ease of picking up on signs a student is struggling, more personal interaction among students
Disadvantages: May be harder for students to approach teacher privately in person to raise issues

An essay that concerns a specific problem (practical or theoretical) may be structured according to the problems-methods-solutions approach.

This is just what it sounds like: You define the problem, characterize a method or theory that may solve it, and finally analyze the problem, using this method or theory to arrive at a solution. If the problem is theoretical, the solution might be the analysis you present in the essay itself; otherwise, you might just present a proposed solution.

The tabs below show a template for this structure and an example outline for an essay about the problem of fake news.

Introduce the problem
Provide background
Describe your approach to solving it
Define the problem precisely
Describe why it’s important
Indicate previous approaches to the problem
Present your new approach, and why it’s better
Apply the new method or theory to the problem
Indicate the solution you arrive at by doing so
Assess (potential or actual) effectiveness of solution
Describe the implications
Problem: The growth of “fake news” online
Prevalence of polarized/conspiracy-focused news sources online
Thesis statement: Rather than attempting to stamp out online fake news through social media moderation, an effective approach to combating it must work with educational institutions to improve media literacy
Definition: Deliberate disinformation designed to spread virally online
Popularization of the term, growth of the phenomenon
Previous approaches: Labeling and moderation on social media platforms
Critique: This approach feeds conspiracies; the real solution is to improve media literacy so users can better identify fake news
Greater emphasis should be placed on media literacy education in schools
This allows people to assess news sources independently, rather than just being told which ones to trust
This is a long-term solution but could be highly effective
It would require significant organization and investment, but would equip people to judge news sources more effectively
Rather than trying to contain the spread of fake news, we must teach the next generation not to fall for it

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Signposting means guiding the reader through your essay with language that describes or hints at the structure of what follows. It can help you clarify your structure for yourself as well as helping your reader follow your ideas.

The essay overview

In longer essays whose body is split into multiple named sections, the introduction often ends with an overview of the rest of the essay. This gives a brief description of the main idea or argument of each section.

The overview allows the reader to immediately understand what will be covered in the essay and in what order. Though it describes what comes later in the text, it is generally written in the present tense . The following example is from a literary analysis essay on Mary Shelley’s Frankenstein .

Transitions

Transition words and phrases are used throughout all good essays to link together different ideas. They help guide the reader through your text, and an essay that uses them effectively will be much easier to follow.

Various different relationships can be expressed by transition words, as shown in this example.

Because Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. Although it was an outcome the Allies had hoped to avoid, they were prepared to back up their ultimatum in order to combat the existential threat posed by the Third Reich.

Transition sentences may be included to transition between different paragraphs or sections of an essay. A good transition sentence moves the reader on to the next topic while indicating how it relates to the previous one.

… Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

However , considering the issue of personal interaction among students presents a different picture.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Ad hominem fallacy
Post hoc fallacy
Appeal to authority fallacy
False cause fallacy
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The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

Comparisons in essays are generally structured in one of two ways:

The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

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Writing Tips

How to Write a Perfect Essay Plan

4-minute read

9th December 2019

Every good essay starts with a good essay plan. And planning your essay is important, as it will help you express each point you need to make clearly and in a logical order. But what goes into a good essay plan? And how can you write one? Join us for a quick look at how this works.

1. Read the Question Closely

The first step in any essay plan is to look at the question you’ve been set. It should provide some clue as to the kind of essay required, such as whether it is an open or closed question . These differ as follows:

An open question permits various answers. For instance, if you were set an English literature essay, you might be asked What are the main social themes in the writing of Charles Dickens? This would allow you to discuss a range of concepts in response. Writing you essay plan would then involve narrowing down your subject matter so you can focus on one issue.
A closed question focuses on a specific issue, often asking you to agree or disagree with something. For instance, a closed question could be Is technology a destructive force in the writing of Charles Dickens? In this case, the question dictates the form of the essay, as you would need to look at arguments for and against the claim and, finally, come to a conclusion.

Keep in mind that both question types require an in-depth answer! Some closed questions could technically be answered by writing ‘Yes’ or ‘No’ on a piece of paper, but this won’t get you great marks. Instead, think of the question as a prompt for you to show off what you know on the topic.

And if you’re not sure about anything, such as how a question is worded, you will want to check this with whomever set the assignment.

2. Brainstorm Ideas and Organise Your Research

After studying the essay question, the next step is to brainstorm ideas for answering it. And the starting point for this is to organise your research.

In other words, it’s time to get out those lecture notes! In fact, you should make a mind map of everything you know on the essay topic.

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Look for anything that is relevant to the essay question. You can then narrow down the possible answers to the topics that interest you most. This should also help you identify any gaps in your knowledge, so you can make notes on what else you may need to research for your essay.

3. Draft an Essay Outline

The last step in writing an essay plan is to outline your essay. This means breaking it down section by section, paragraph by paragraph, so you know exactly what you need to write to answer the essay question.

The exact content will depend on the topic and word count . But, as a rule, most essays will have a basic structure along the following lines:

Introduction – A paragraph or two that sets out your main argument.
Main Body – This is the main chunk of your essay. To plan this, break down your argument into paragraphs or sections, sticking to one main idea per paragraph. Once you’ve done this, note down how each point supports your argument, plus any quotes or examples you will use.
Conclusion – A brief summary of your arguments and evidence.
References – A list of sources you plan to use in your essay.

This will then guide the writing process, making sure you always stay on topic.

Expert Essay Proofreading

Planning your essay is just the first step: you then need to write it! And to make sure it’s the best it can be, you’ll want to have it proofread . Our expert editors can help with that, making sure that your writing is always academic in tone and completely error free. Just let us know how we can help!

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5 Simple Steps for Planning Exam Essays

With those May exams creeping ever closer and closer, today I thought I’d share another tip based around exam technique. I want us to take a look at how to plan exam essays . When time is so pressured in the IB exams, it can often be hard to know how to use your planning time effectively. Or to know how long you should spend planning. If these are things you need support with, definitely join us at our Spring Revision Courses in April! Our awesome tutors will be sharing more amazing tips on exam technique, helping you do your very best in May!

But back to my method for creating a quick, clear and detailed essay plan!

Essay Plan Grid

At first, it might appear confusing, but I promise to prove how it helped me set out my thoughts really clearly!

Instead of beginning at the top of the grid, with the introduction, you want to start with the inner sections . So here, with your three (or however many) paragraphs. Based on the question you’re faced with, start by noting any facts for your first paragraph . These are facts that will justify the argument you’ll be making in your first paragraph. Try not to write them out in full as you won’t have time for that. Just note key dates, figures or anything that will spark your memory on that specific fact!

The next stage is to note any quotes you want to include in your first paragraph. These are statements from primary or secondary sources that will enhance your argument. Again, you don’t want to write them out in full. I suggest just writing where the quote is from (either the author or the source) and then a couple of key words within the quote.

Now, in the final column, you want to briefly write down your argument for this paragraph. How do the facts and quotes back up your opinion? Do they agree with the question, or challenge it? As I’ve said before, don’t write out your thoughts in detail here – there won’t be enough time! Just a few words to jog your memory when you’ll be writing your actual essay.

Complete these three steps for however many paragraphs you want to write. Then…

Go back to your introduction columns! I know it might seem strange not plan your intro first, but for me, I liked to work out my arguments, and then go back to my introduction. By having a clear idea of the arguments I would present in my essay, this always allowed me to create a snappy and concise introduction. As you can see in my grid, I’ve blocked out the ‘Facts’ and ‘Quotes’ columns for the introduction. This is because you want to save your facts and quotes for the bulk of your essay. You want to simply have your introduction address the question and clearly outline the argument/s you’re about to present!

BUT, here’s a catch – during the planning stages of an exam essay, I didn’t always have in mind what I wanted to say in my conclusion. So, don’t panic if you actually leave this part of the grid blank! Often, I found that it was only after writing out my paragraphs that I could consider exactly what punchy statement I wanted to make in my conclusion!

And there we have it! A simple way to plan exam essays. I hope some of you might try out my essay plan grid, and see if it helps gather your ideas quickly and clearly.

Another thought…

Sometimes you might have the option of writing your exam essays in booklets, rather than in the question paper. Whenever this happens, I encourage you to write your plans in one booklet, and your essays in another. I always found this made my life much easier. I could keep my plan open at all times, rather than trying to flick pages between my plan and my essay had I written everything in the same booklet!

One final tip!

As a side note, I thought I’d briefly mention what to do if initially you don’t understand a question.

We all know how much the IBO love a good curve ball question, so it’s a good idea to expect the unexpected! If upon reading a question you realise that it’s not very clear what the examiners want from you, don’t panic! Take a deep breath, and think about it logically. Firstly, highlight the command word in the question – check out this old blog if you’re not sure what I mean by this! If needs be, get rid of any ‘waffle’ – perhaps a long quote or a sentence that is blurring your understanding of the question. This should hopefully leave you with the bare minimum of what is required from you! Then you can underline exactly what the question is asking.

From here, plan your answer. Due to your initial reaction to the question, definitely don’t be scared to spend an extra 5 minutes planning. You want to make absolutely sure that your answer deals with the question at hand! Crucially, what you don’t want to do is write an answer to the question that you’d hoped would be there. Unfortunately the examiners will not credit you for this.

Thank you for reading this week’s blog! I hope you found some of the tips helpful. If you’d like to find out more about the help Lanterna can offer you just click here !

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How to plan an essay in 5 minutes

This lesson contains everything you need to know about essay plans. Essay plans are about to become your best friend… They take only 5 minutes to create, and they’ll guarantee that you write the best essay you can every time!

Why make an essay plan?

An essay plan makes you decide what’s going to be in your essay before you write it.

This achieves a few very important things…

1 Your essay will have perfect structure and read in a logical order (examiners love this!) because you decided what each paragraph was going to be about first .

2 While you’re writing you won’t need to waste time trying to think of what you should write next – it’s all in your essay plan!

3 You won’t forget to include any important points because you jotted them all down in your essay plan before you started.

Proper Essay Structure

Introduction: Every essay needs an introduction (3-5 sentences), so at the top of your essay plan just jot down introduction or intro, so you remember to write one.

Paragraphs: Every essay must be written in paragraphs. Each paragraph should explain one main idea, and needs to have the SEXI structure:

S A Topic S entence. This tells the reader what the paragraph is going to be about. You only need to write down the jist of the topic sentence for each paragraph in your essay plan.

E A full E xplanation of the point you’re making in this paragraph. This should make up the bulk of your paragraph. In your essay plan jot down what you’re going to explain.

X e X amples or justifications that back up what you’ve said in that paragraph. Jot down what examples you’re going to include in your essay plan so you don’t forget to include them in your essay!

I Why is this point I mportant? A really amazing essay would also explain why this point is important to the essay as a whole. What’s the significance of this point to the essay topic?

Conclusion: Every essay needs a conclusion that briefly summarises what’s been said in the essay. You can just write down conclusion or conc in your essay plan to make sure you write one.

The essay plan below is for a hypothetical essay question about the film ‘The Matrix’ and the film’s setting. It should give you a good idea of how to make essay plans for any subject you have to write essays for.

Don’t worry if you haven’t even seen The Matrix – just look at how we’ve made sure each paragraph follows SEXI . All we’d have to do to write the essay is expand each part of the essay plan. So easy!

How Do I Write a 5 Minute Essay?

Experience taught us that some tricks could help writers become faster and more proficient. However, we decided to cut a long story short and show you only the most important academic writing tactics. Let’s look at the best ways to write a five-minute essay!

1. Pick a topic and brainstorm ideas

The first tip is to choose your topic and brainstorming a list of ideas. This could include potential topics that interest you or areas of focus that align with your coursework. Once you have a list of potential topics, narrow down your options and find one that inspires you most.

Professional authors at EasyEssay say this will give your writing process some direction and make it easier for you to write quickly. After that, you can focus on the specifics of your essay, including your thesis statement, outline, and topic sentences.

2. Come up with a strong thesis statement

The best way to write an essay quickly is to have a clear and concise thesis statement. Without this, your writing can easily become scattered and disorganized. A strong thesis statement will structure your argument and keep your writing focused.

Once you have your thesis statement, the rest of your essay should be relatively easy to write. Remember to stay on topic and support your thesis with evidence from your research.

3. Choose a structure and outline your essay

Introduction with a strong thesis statement
Body paragraphs with supporting evidence or arguments
A conclusion that summarizes your essay and offers a call to action

Each paragraph should include a topic sentence that states the paragraph’s main point, supporting evidence, and a concluding sentence. This simple structure will help you organize your thoughts and write more efficiently.

Once you have this structure in mind, it’s time to outline your essay. Outlining will help you organize your ideas, create an order for your content, and ensure that you hit all the key points in your paper.

4. Write clearly and concisely

Now that you have your topic, thesis statement, structure, and outline, it’s time to start writing. Remember to write clearly and concisely throughout your paper. Avoid using unnecessary words or filler content. Instead, focus on making your points clearly and effectively.

If you get bogged down in the details, take a step back and focus on the big picture. What is the main point you’re trying to make? How can you best support your argument? Answering these questions will help you stay on track and write more efficiently.

Besides that, a clear style allows you to eliminate fluff content and write much faster than usual. This is very important if you want to get the job done quickly.

5. Ask for help

For instance, you can buy custom essay papers that guarantee high-quality content within your deadline. This can be a great option if you want to write quickly and efficiently but don’t have the time or resources to do it yourself.

In any case, remember that there are many different ways to get the writing help you need. The key is to find the best approach for you and your needs.

6. Use active voice

When writing your paper, be sure to use an active voice. Active voice is when the subject of a sentence does the verb’s action rather than having it done to them. This is usually more concise and engaging than passive voice, so it will help you write faster and more clearly.

For instance, instead of saying, “The data was collected by researchers,” try saying, “A team of researchers collected the data.” This simple change removes two words and makes the sentence more direct.

7. Use online resources

Several great online resources can help you write your paper quickly and efficiently. These include grammar checkers, citation generators, and writing tutors.

Grammar checkers can help you spot errors in your paper and correct them quickly. They do everything automatically, so the process lasts no more than a few seconds. It’s a great way to improve the quality of your paper without spending hours editing.

The bottom line

Writing a five-minute essay is all about planning and staying organized at the end of the day. With these tips, you should be able to write your essay quickly and easily – even if you’re working under a tight deadline.

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How to Plan an IELTS Essay

This post will show you how to make a great plan that will help you write a clear essay every time.

The Benefits of Planning

There are normally around 16 students in my IELTS classes. Every new class gets at least a 30-minute session with me on planning and how much it improves your essays. I normally give the students 20 minutes to plan a Task 2 essay which they finish for homework.

This is always interesting because normally, only 2 or 3 students actually follow my instructions and use the time to plan. The rest of them go straight into writing the essay. The result? The students who always took the time to plan (and I mean EVERY time) produce better essays.

Writing an IELTS essay without a plan is like putting IKEA furniture together without instructions. You will get halfway through it, get lost and frustrated, and you will lose control of your entire essay and end up with something like this:

A good plan should be like a map that guides you through the essay and ensures you get to where the examiner wants you to go. Every sentence should have a purpose; if you are writing for the sake of writing, then it won’t be a very good essay. Less is more in many cases, and a good plan ensures that every sentence has a purpose.

But Teacher, I Don’t Have Time!

This is the number one excuse for not planning.

What if I told you that the longer you plan, the less time it will take you to write the essay?

Let’s look at two examples: student A who doesn’t like to plan, and student B, who spends 10 minutes planning.

Student A does this: write-think-think-write-delete-think-write-write-delete-think-write.

Student B does this: think-write.

It is impossible for most people- including IELTS examiners and teachers- to sit down and write a good essay without thinking it through first. If you don’t plan, you have to think as you write and doing these two things, plus writing in a foreign language, thinking about grammar and vocabulary and thinking about writing skills all at the same time, results in a very confusing piece of writing. I also find that students who don’t plan have to restart their essays, and it is not uncommon to see students delete entire essays and start again.

How Does a Plan Save You Time?

You have 40 minutes to write a Task 2 essay. Even if you took 10 minutes to plan and 5 minutes to check your work at the end, you still have 25 minutes to write your essay.

The average 250-word essay is about 12 sentences long, so you have over 2 minutes to write one sentence. I think everyone is capable of doing that.

When you have a good plan, you know exactly what that sentence will be about and how it fits in with the rest of the essay. You don’t have to think of ideas or structure; write grammatically correct sentences and clearly say what you think about the question.

You don’t have to spend exactly 10 minutes planning and 5 minutes checking at the end. You could plan for 7-8 minutes and check for 2-3 minutes. Practice finding out what works best for you.

How To Plan

Planning has 4 stages:

Question Analysis
Idea Generation
Structure
Vocabulary

Question Analysis

This is probably the most important stage. The number one problem most IELTS students have is not answering the question properly. Did you know you can’t get above a band score 5.0 if you don’t address all parts of the question?

Let’s look at an example question:

One of the consequences of improved medical care is that the people are living longer and life expectancy is increasing . Do you think the advantages of this outweigh the disadvantages ?

The keywords here are ‘ improved medical care ‘. This is our general topic. It is important to know this, not for what we should write about but about what we shouldn’t write about. A common mistake is to highlight the main keywords or main topic and write about this very generally. If you do this, you have not answered the question.

We, therefore, need to think about things more specifically and look for what I call micro-keywords. They are ‘ living longer ‘, and ‘ life expectancy is increasing ‘. We, therefore, need to write about these and how improved medical care has increased life expectancy. But we can’t just write a general essay about this; we must look at the instruction words next.

The instruction words are ‘ Do you think the advantages of this outweigh the disadvantages? ‘

In this example, we must decide which side (advantages or disadvantages) is stronger. If you choose advantages, you will have to say why these are much stronger than the advantages and why the disadvantages are not so strong. If you discuss the advantages, you will not answer the question correctly. We will also need to make our opinion about this very clear.

So, in summary, we must:

Find keywords (general topic)
Find micro-keywords (specific topic)
Find instruction words (how to answer the question)

Idea Generation

Many teachers and books about IELTS advise students to brainstorm (thinking of as many ideas as possible) at this stage. I don’t think that brainstorming is very effective because it leads to irrelevant ideas and wastes valuable time.

Instead of brainstorming, we need to answer the questions directly. If one of your friends asked you this question in a coffee shop, you would have no problem thinking of an answer, so do the same in the exam. It helps to frame it within ‘Why?’ questions.

So for the example above, we could ask ourselves two questions:

Why are the advantages of increased life expectancy strong? Why are disadvantages of increased life expectancy weak?

We can then think of one or two relevant ideas for each question.

The advantages of increased life expectancy are strong because most people think it is good if their friends and family don’t die too quickly and everyone is happier.

The disadvantages are that there is more demand for food and resources, but this is a weak argument because technology can solve these problems.

We now have two very relevant ideas, and we can now move on to our next stage.

Next, we need to put our ideas into a structure. This is very important because it helps us coherently organise our ideas, just like the examiner wants us to.

There are several different types of essays and each of them has a different structure .

For this essay, our structure will look like this:

Paragraph 1- Introduction 1- Paraphrase Sentence 2- Thesis Statement 3- Outline Statement Paragraph 2- Why advantages are strong 4- Topic Sentence 5- Explanation 6- Example Paragraph 3- Why disadvantage are weak 7- Topic Sentence 8- Explanation 9- Example Paragraph 4- Conclusion 1- Summary of main points

We can these fill in our ideas:

Paragraph 1- Introduction Sentence 1- Paraphrase Sentence Sentence 2- These Statement – advantages outweigh disadvantages Sentence 3- Outline Statement – Advantages- happiness Disadvantages- technology Paragraph 2- Why advantages are strong Sentence 4- Topic Sentence – happiness Sentence 5- Explanation – death causes unhappiness and longer lives lead to happiness Sentence 6- Example – Okinawa and Sardinia Paragraph 3- Why disadvantage are weak Sentence 7- Topic Sentence – technology Sentence 8- Explanation – technology can solve any of the drawbacks Sentence 9- Example – GM crops and renewable energy Paragraph 4- Conclusion Sentence 1- Summary of main points

Now we have all our ideas, and we can think of some vocabulary.

Another common problem students have is repeating the same words, especially ones from the question, repeatedly. This lowers our mark for vocabulary because it shows that we can’t think of synonyms. A solution to this problem is to identify words in the question that we might need to use more than once in the question.

Let’s look at the question again:

We can think of the following synonyms:

Improved medical care- enhanced medical treatment

Living longer- improved longevity

Life expectancy is increasing- the length of time people live is rising

Advantages- benefits

Disadvantages- drawbacks

What It Looks Like On Paper?

That might seem like a lot to do in 5- 10 mins, so here is what it looks like on paper.

The more you plan, the better and more quickly you will write, and it will lead to every single sentence in your essay having a purpose, which is exactly what the examiner wants.

Like everything on this website, you need to take the advice and practice using it. Next time you practise a Task 2 essay, try using my advice, and I guarantee your writing will improve.

About Christopher Pell

My name is Christopher Pell and I'm the Managing Director of IELTS Advantage.

I started IELTS Advantage as a simple blog to help 16 students in my class. Several years later, I am very humbled that my VIP Course has been able to help thousands of people around the world to score a Band 7+ in their IELTS tests.

If you need my help with your IELTS preparation, you can send me an email using the contact us page.

Ultimate Guide to Writing Your College Essay

Tips for writing an effective college essay.

College admissions essays are an important part of your college application and gives you the chance to show colleges and universities your character and experiences. This guide will give you tips to write an effective college essay.

Want free help with your college essay?

UPchieve connects you with knowledgeable and friendly college advisors—online, 24/7, and completely free. Get 1:1 help brainstorming topics, outlining your essay, revising a draft, or editing grammar.

Writing a strong college admissions essay

Learn about the elements of a solid admissions essay.

Avoiding common admissions essay mistakes

Learn some of the most common mistakes made on college essays

Brainstorming tips for your college essay

Stuck on what to write your college essay about? Here are some exercises to help you get started.

How formal should the tone of your college essay be?

Learn how formal your college essay should be and get tips on how to bring out your natural voice.

Taking your college essay to the next level

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This content is licensed by Khan Academy and is available for free at www.khanacademy.org.

west indies yacht club resort when cultures collide

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Learning Portfolio (LABU2040 Presentation Reflection)

Here, I revisit the preparation process and final outcome of my LABU2040 Oral Group Presentation (Case 1: West Indies Yacht Club Resort; When Cultures Collide ) and reflect upon my group members’ and professor’s feedback.

Practice Presentations + Peer Evaluation

Frequent mock presentations allowed my teammates and I to pinpoint and refine inconsistencies in our draft script and restructure our presentation in a manner that flowed logically. It also let us acquaint ourselves with each others’ nonverbal cues (facilitating smooth transitions between speakers), provide constructive feedback on each other’s body language (e.g. swaying, making overly repetitive gestures) and evaluate each other’s use of voice.

Though we had a few practice run-throughs beforehand, doing a trial run in front of the classroom felt much more daunting. Being able to see how I performed in a “realistic” setting was very helpful as we tend to be harsher on ourselves, and spot flaws often overlooked by others. Key weaknesses that I identified from the above video include:

POOR COMMAND OF AUDIENCE ATTENTION : By frequently breaking eye contact with the audience, I diverted attention away from the context of my speech whilst exuding a sense of shiftiness and uncertainty.
NOT ENGAGING : My gestures were robotic, my posture closed off, and my tone monotonous. Indeed, my teammate Gigi pointed out the absence of variety in my gestures. My stiffness and lack of enthusiasm caused my speech to sound more like a lecture than a persuasive pitch/ proposal.
DIMINISHED CLARITY : Pacing was a little hurried and thus hard to follow. Aside from slowing down, I also needed to take more pauses to draw attention towards key points and indicate changes in topic. I followed Gigi’s recommendation to prioritise improving “pace, pausing, and intonation” when practising for my second oral presentation.
FAILED TO SHOW TEAM UNITY : I unintentionally spoke over my teammate Adrian to direct a question to our other teammate Gigi, which was disrespectful and made our team appear disorganised during the Q&A segment.

Oral Presentation 1 + Professor’s Feedback

In our actual presentation, I overcame the four aforementioned weaknesses exhibited during our practice presentation. Having memorised my part, I was able to develop rapport with audience members via eye contact and direct more attention to enhancing communication through gestures, facial expressions (eyes and eyebrows due to mask) and tonal variation. Frequent practice reduced my anxiousness, allowing me to speak at a relaxed pace, and led me to develop confident, natural, and varying gestures.

To display confidence in each other’s remarks, we expressed agreement to the preceding speaker, and demonstrated unity via body language. For instance, exchanging eye contact and nodding while smiling. Our mutual endorsement furthered the persuasiveness and perceived credibility of our recommendations. However, although our recommendations were coherent and teamwork evident, this video brought to light many flaws in our performance.

At a group level,

Time allocation/management stands as our greatest area of improvement. As our professor Dr. Siyang (Yolanda) Zhou noted, less time should have been allocated towards recommendation details and more towards a “ short and powerful conclusion… and calls for action” . I agree that a more concise explanation followed by a recap would have made for a more memorable and impactful presentation. Our lengthy descriptions likely overwhelmed the audience and drew attention away from our key message (need for and logic behind our proposals), exacerbated by the absence of a conclusion. Yolanda also pointed out that our usage of academic jargon was inappropriate. Indeed, upon re-watching our presentation, it contradicted our conversational tone and may have alienated our target audience, Resort managers who were unlikely well versed in behavioral theory and cultural dimensions.

At an individual level,

I was satisfied with my intonation, hand gestures, and eye contact. However, when trying to remember my lines, I frequently rolled my eyes and took unnatural pauses which was distracting and diminished the credibility of my ‘consulting advice’. Additionally, voicing “I forgot my part” during a memory lapse challenged my professional authority and thus my recommendation. In hindsight, I could have eliminated distracting mannerisms by practicing in front of a mirror, and should have stalled time using a rhetorical question to conceal my blunder.

Peer Evaluation

To further refine my presentation skills, I evaluated my groupmate Adrian’s performance.

I found Adrian’s visual delivery pleasant. His hand movements enhanced his message and did not distract from it. Adrian also gestured to corresponding visual aids, which helped convey the contextual relevance of his words to our proposals. However, this led him to frequently glance at our slides and break eye contact with the audience. Given the importance of eye contact in capturing attention, building trust, and showing respect, I would point in the general direction of the slide while maintaining eye contact instead.

Adrian also employed effectual vocal delivery appropriate for addressing clients. He was well paced and effectively used pausing to highlight key points. Direct address was also used to build rapport with audience members whilst maintaining professional authority via a composed tone and semi-formal language. Further, I appreciated his varied intonation, which engaged and retained audience attention while conveying sincerity.

This evaluation reminded me of the significance physical and vocal delivery has towards the impression made by and interpretation of audience members, despite having zero relation to ideas presented – ineffective communication robs a golden idea of its allure.

Other Sources of Learning

To prevent blanking out again in the second oral presentation, I consulted online resources for advice. I found two tips recommended by Frantically Speaking extremely helpful in my final stages of preparation. In his video , the Youtuber proposed two ways for speakers to stall time for regaining composure:

Redirection Tools – prepared questions or media to deviate to (e.g. “What is the main challenge we are trying to solve?”)
Thorough Line – a key, defined idea the speech revolves around that can be repeated for emphasis when our mind goes blank

Inspired, I planned to reiterate the nonexistence of a shortcut to success and consequent importance of a long term, sustainable approach to business if lost my train of thought during the Recommendation 2 Oral Presentation.

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Welcome to the West Indies Yacht Club

Welcome to the home of yachting in the Caribbean ! Both on and off the waters, the West Indies Yacht Club would be delighted to welcome you on our premises !

Between Tradition and Modernity

At the West Indies Yacht Club, we are very proud of the heritage of classic yachting which leaded toward the establishment of the Club as an home for yachtsmen, sailors, sailing enthusiasts and boat lovers in the Caribbean.

Relax in Style & Elegance

At the West Indies Yacht Club, the Clubhouse is like a second-home for Members and Guests. Whether you would like to enjoy the company of your loved one, with your family or for business, the Club is open throughout the year and provides a cosy and elegant venue.

The Home of Yachting in the Caribbean

Mooring and berthing facilities are offered to Members and Guests throughout the year. At the West Indies Yacht Club, we proudly provides moorings spots which are respectful of the environment and local biodiversity.

The Commodore’ welcome letter.

Welcome aboard !

On behalf of myself and the General Committee of the West Indies Yacht Club, we are most happy to have you on board!

The West Indies Yacht Club was founded for yachtsmen, marine officers, sailing enthusiasts and vessels owners, whether with engine or sails, to promote sailing and classic yachting, maintain, protect maritime heritage and improve sailing techniques as well as vessels performances.

Members, Reciprocal Members and their guests are very welcome to use the Clubhouse which provides a place in which to relax and an elegant and convivial rendez-vous for families and friends to meet, a base for members’ business use and a variety of bars, restaurants, bedrooms, yachts berthing and mooring for members’ enjoyment and convenience.

Members are warmly invited to make the necessary efforts to maintain and develop the Club’s Social life, as well not sparing efforts on the waters to bring home trophies and distinctions which would be displayed in the Clubhouse.

Members and Staff of The West Indies Yacht Club, home of Yachting in the Caribbean, would be happy to welcome you in our new clubhouse or aboard the Club’s Flag Vessel, Fair Lady.

Warmest regards

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International management : managing across borders and cultures

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PART I: THE GLOBAL MANAGER'S ENVIRONMENT
Chapter 1 Assessing the Environment - Political, Economic, Legal, Technological
Chapter 2 Managing Interdependence: Social Responsibility and Ethics COMPREHENSIVE CASES Case 1 Reebok: Managing Human Rights Issues Ethically Case 2 Treating AIDS:A Global Ethical Dilemma Case 3 Footwear International (Setting: Indonesia) PART II: THE CULTURAL CONTEXT OF GLOBAL MANAGEMENT
Chapter 3 Understanding the Role of Culture
Chapter 4 Communicating across Cultures
Chapter 5 Cross-cultural Negotiation and Decision Making
Chapter 6 Formulating Strategy (Setting: Malaysia) COMPREHENSIVE CASES Case 4 Dell's Dilemma in Brazil: Negotiating at the State Level Case 5 General Motors and AvtoVAZ of Russia Case 6 TelSys International: A Marriage of Two Cultures (case or negotiation simulation) Case 7 Guanxi in Jeopardy: Joint Venture Negotiations in China Case 8 Moto: Coming to America (from Japan) PART III: FORMULATING AND IMPLEMENTING STRATEGY FOR INTERNATIONAL AND GLOBAL OPERATIONS
Chapter 7 Global Alliances and Strategy Implementation
Chapter 8 Organization Structure and Control Systems COMPREHENSIVE CASES Case 9 FedEx versus UPS: Competing with Contrasting Strategies in China Case 10 Pepsi's Entry into India: A Lesson in Globalization Case 11 Starbucks' International Operations Case 12 DaimlerChrysler AG in 2004: A Global Strategy Gone Sour (Setting: Germany/U.S.) Case 13 Global E-Commerce at United Parcel Service PART IV: GLOBAL HUMAN RESOURCES MANAGEMENT
Chapter 9 Staffing, Training, and Compensation for Global Operations
Chapter 10 Developing a Global Management Cadre
Chapter 11 Motivating and Leading COMPREHENSIVE CASES Case 14 Management of Human Assets at Infosys (Setting: India) Case 15 West Indies Yacht Club Resort: When Cultures Collide Case 16 A First-Time Expatriate's Experience in a Joint Venture in China INTEGRATIVE TERM PROJECT Integrative Case: Wal-Mart's German Misadvanture ENDNOTES CREDITS NAME AND SUBJECT INDEX.
(source: Nielsen Book Data)

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West Indies Yacht Club Resort: When Cultures Collide

West Indies yacht club resort: When cultures collide West Indies yacht club resort: When cultures collide Introduction The purpose of this study is to expand the boundaries of the author's knowledge by exploring some relevant facts related to international culture differences. In this paper, the author will analyze a case study i.e. West Indies Yacht Club Resort: When Cultures Collide. Cultural Differences and Barriers to Change within Companies operating company is a major issue under today's global business cross culture workforce is the primary need of any multinational company like Companies. It can be stated that those who are vested with leadership for global enterprises must be in a position to know what to do when competitive advantage is deteriorating, when change is ever-present, as well as when home base is the globe . It is significant to be aware of the business environment, its economic, social and political influences so as to ensure business success (James, 2009). Due to unstable regulations which change on daily basis, consideration in locating a new business is essential. Lack of firsthand knowledge of important can lead to failure of a global business. Case Analysis The yatch club resort is facing the issue of cultural differences, the issues concerning expatriate turnover, increasing guest complaints, and the level of tension between some of the expatriate managers and the local employees. The first wave of peak season guests would arrive tomorrow and stretch the resort's resources to their limits. Discussion The yatch club resort is faced with three problems: expatriate turnover increasing guest complaints and the level of tension between some of the expatriate managers and the local employees To accommodate some diversity, yatch club resort has to respect and recognize the needs of expatriate. Consequently, the Diversity Management regards the integration of ideas and practices diversity in management and learning process within a company and its ...

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Page 1: A case study on West Indies Yacht Club Resort

WELCOME TO THE PRESENTATION

A CASE STUDY ON

WEST INDIES YACHT CLUB RESORT: WHEN CULTURES COLLIDE

PRESENTED BY MD. RAJIB HOSSAIN (MBA-090302) HOSSAIN AHMAD (MBA-090310)MD. SAIFUL ISLAM (MBA-090311)

Page 3: A case study on West Indies Yacht Club Resort

SITUATIONAL OVERVIEW

Head office located in chicagoCompetitive advantage – largest boat fleetThe resort is in highly competitive virgin islandStaff comprised of expatriate management and local employees

Difficulties in cross cutural communications has caused strained performance

Page 4: A case study on West Indies Yacht Club Resort

High expatriate turnover

Rising tension between expatriate and local staff

making the organization experience cultural

Rising number of guest complaints and Low

employee motivation

Page 5: A case study on West Indies Yacht Club Resort

BRITISH VIRGIN ISLAND’S TOURISM MARKET

36 islands- 16 inhabited

Area 59 sq mile

Planned and restricted growth ensured by government

Bareboat chartering introduced in 1970

Main attractions - rich natural beauty and intrigueing

Page 6: A case study on West Indies Yacht Club Resort

UPSCALE HOTELS IN BRITISH VIRGIN ISLANDS

Jost Van Dyke

St. John(USVI)

Norman Island

Peter Island

VirginGorda

Salt Island

Cooper Island

Ginger Island

Beef Island

Guana Island

Little JostVan Dyke Island

Great CamanoeIsland

Great Thatch

Little Camanoe

Necker Island

MosquitoIsland

Fallen Jerusalem

Key:Peter Island Yacht Club

Little Dix Bay Resort

Drakes Anchorage Resort

Biras Creek Resort

West Indies Yacht Club Resort

Exhibit 1Map of the British Virgin Islands

and location of luxury hotels and resorts

Piter Island Yacht Club50 rooms.$395-$525

Page 7: A case study on West Indies Yacht Club Resort

Prickly PearIsland

Drake’s Anchorage

BirasCreekResort

West IndiesYacht Club

Little DixBay Resort

Spanish Town

Gorda PeakNational Park

SouthSoundSavannah

One nautical Mile

Exhibit 2Virgin Gorda and its luxury hotels

34 rooms$395-$695

One restaurant.3 tennis court

A private beach with a bar.A small marina.

Several miles of natural trails.

12 roomsA beachfront restaurantA protected anchorage

for charter boat.Sandy beach.$400-$600

98 rooms.$480-$1000A fine-dining restaurant.Small boats(Sunfish,Lasers)Waretskiing ,day excursionsDiving sites for guests.

95 rooms.$390-$595

(with meal & access to all water sports equipment)

Page 8: A case study on West Indies Yacht Club Resort

PresidentJoe KimballChicago, IL

Chicago OfficeChief Financial Officer

and approximately 7 peoplein reservations, marketing,

and accounting

Marketing and SpecialPromotions Director

Tom FitchExpatriate – U.S.Greenwich, CT

General Manager Jim Johnson

Expatriate – U.S.Virgin Gorda, BVI/Miami, FL

Property ManagerKent MawhinneyExpatriate – U.S.

Virgin Gorda, BVI

Rooms Division Manager

Kristin SingiserExpatriate – U.S.

Location: Virgin Gorda, BVI

Watersports DirectorEnrik Harrigan

Expatriate - DominicanVirgin Gorda, BVI

Approx. 15 employees

Food & Beverage Director

Steve LucasExpatriate – U.S.

Marina DirectorNick Smith

Expatriate – U.S.Virgin Gorda, BVI

Approx. 7 employees

Front DeskApprox. 10 employees

HousekeepingApprox. 80 employees

Engineering DepartmentApprox. 25 employees

Two restaurants andCommissary

Approx. 90 employees

Exhibit 4West Indies Yacht Club Resort Organizational Chart

Waterfront DirectorPosition vacant

Operations levelAccounting & Finance

Virgin Gorda, BVIApprox. 7 employees

Page 9: A case study on West Indies Yacht Club Resort

BVI Labor Market Laws and Regulation and its Impact on Success of WIYCR

First, expatriate work permits are granted only on the basis of the total number of employees working at a resort and the availability of locals who possessed these skills requisite for the position

Second, organizations are not permitted to lay off staff during slow seasons.

Page 10: A case study on West Indies Yacht Club Resort

Third, policies restricting the conditions under which an employee could be fired severely limited an organization’s ability to retain only the best workers and

Finally, organizations were under extreme pressure to promote BVI locals into management positions whenever possible

Page 11: A case study on West Indies Yacht Club Resort

The organization in the eye of different employees

Dave Pickering

Fake Compensation System

Not interested in tips

Difficult to convey message to top management

Hard to make relationship with locals

Page 12: A case study on West Indies Yacht Club Resort

Kent Mawhinney

Worst problem: Getting plans to be executed

Employees not motivated by advancement

They know- local employment law guaranteed jobs

They don’t prefer added responsibility

Page 13: A case study on West Indies Yacht Club Resort

Steve Lucas

No planning

No commitment

No enthusiasm

Page 14: A case study on West Indies Yacht Club Resort

Kristin SingiserMismanagement

Overbooking by Chicago Office

Declaration of telling guest to stay on board

Children and parents in opposite extreme

Continuous mismanagement

Local staffs are not motivated by money or advancement

Page 15: A case study on West Indies Yacht Club Resort

Dowd’s Observation

Locals are motivated by personal relationship

Some employees hide from work for lack of proper guideline

Staffs are not courteous

Mumbles to answer queries of the guests

High turnover made locals reluctant to make friendship with expatriates

Page 16: A case study on West Indies Yacht Club Resort

High Expatriate Turnover

Expatriates find it difficult to adopt to local culture

Increased stress and tension

Low Motivation of Employees

Task not completed

Unable to meet

expectations

Page 17: A case study on West Indies Yacht Club Resort

Rising tension between Expatriate and Local Staff

Growing gap between Local and Expatriate Staff

Lacking direct management

Management style does not suit local

Communication problem

Page 18: A case study on West Indies Yacht Club Resort

Low employee motivation

Senior staff are as lazy as the junior staff

Tips are not attractive

Only serve close customers sincerely

Cultural difference:

Foreign staff:Achievement

Local staff:Nurturing

Page 19: A case study on West Indies Yacht Club Resort

Rising Number of Guest Complaints

There is a decline in the service provided to guests by the West Indies Yacht Club Resort

Causes:Lack of trainingLack of communicationLack of motivationLocal culture

Page 20: A case study on West Indies Yacht Club Resort

Analyzing Opportunities and Threats

Opportunities Threats

Political Strict Government regulation ensure local jobs

Strict Government regulation dissuaded developers

Economical Established Industry provides job security

Lack of proper transportation hinders growth

Social Cultural diversity promoted Cultural difference may tap vast to cope with

Competition/ Consumer

Targeting families and catering to their needs

Extensive water-sport facilities

Declining customer service may decline standard of service

Page 21: A case study on West Indies Yacht Club Resort

Marketing Strong marketing director, successful recent campaign

Demographics are changing

Management Seeks professional help

Division between HO and resort management

Accounting Lower wages for local employees

Hourly salary-costs are variable

Page 22: A case study on West Indies Yacht Club Resort

Organize a holiday party prior to the peak week

Partner with Commisionary, the local bar

Encourage staff to become friends and to respect each other as people and to look outside titles

Create a slogan or pamphlet to hand out to guests upon arrival, in which local culture is explained as well as embraced

Page 23: A case study on West Indies Yacht Club Resort

Long Term Establish a WIYCR management training program encourage employees and managers to have an open

dialogue In the off season, establish a social interaction

committee Implement a self service food and beverage sector Develop evaluations based on a cross cultural training

Page 24: A case study on West Indies Yacht Club Resort

Building Strong Leadership

It should be controlled and employees should be motivated by a authority figure present in the resort

Managers should delegate authority to subordinates

Page 25: A case study on West Indies Yacht Club Resort

Increased Communication- Building Brust

Managers and employeesManagers should have cultural trainingMix private and business lifeFormal meeting and informal gathering

Resort and headquartersRegular meeting to discuss progress, concerns and promotions

Page 26: A case study on West Indies Yacht Club Resort

Improving the team

Retain employees in groups

PersistenceImplementing job rotation

Increase job satisfaction

Page 27: A case study on West Indies Yacht Club Resort

Effective performance measures

Motivation-Pay for performance and collective achievement

Have informal reviews-Group meeting

Emphasize on win-win relationship

Page 28: A case study on West Indies Yacht Club Resort

By improving the organizational culture WIYCR can concentrate on its core competencies and work to regain industry leadership status

Page 29: A case study on West Indies Yacht Club Resort

Alternative Solution

Replace existing team and management with locals

Replace existing team and management with expatriates

Change the mindset- create new organizational culture

Page 30: A case study on West Indies Yacht Club Resort

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WALT DISNEY WORLD DISNEY’S YACHT & BEACH CLUB RESORTS · WALT DISNEY WORLD DELUXE RESORT The elegant lakeside accommodations of this sand-and-surf motif Disney Deluxe Resort and

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West Indies Yacht Club Resort.pdf

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Montauk Yacht Club Resort & Marina 2011 Arrival Guide

Boston Indies Lightning talk

Oxfordshire Indies

Producing for indies

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Creole West Indies

WEST INDIES LEGISLATION - University of the West Indies

West Indies Yacht Club Resort: When Culture Collides

West Indies - CIFAS

Montserrat, West Indies

OI revamping yacht marina houseboat resort

T20 West Indies 2010

Indies go global AdNews

Marketing For Indies

Business versus indies

West Indies Cricket Bibliography

LE MERIDIEN PHUKET BEACH RESORT…SECLUDED 500 -METRE BEACH NEXT TO THE HOTEL ... aboard the Born Free yacht by Le Meridien Phuket Beach Resort. Perfect for day -trips and sunset cruise

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City life: Moscow

With a resurrected trainline, a high-concept park, edgy art spaces and changing attitudes, in moscow old and new are starting to dance — and it's a fascinating show to watch.

A wind orchestra plays in the small park beside Red Square

Inside the moodily lit Moskovsky Bar in the Four Seasons hotel, Ilya, the barman, is making me a Moscow Mule. It's a quiet evening and the ground-floor watering hole is almost empty, but Ilya is performing with a panache that suggests an audience. In goes the vodka with an arc of the arm, lifting the bottle like a ballerina in flight. The ginger beer is added with a splash. Then, like a magician unveiling an assistant who, it transpires, has not been sawn in half, he reveals the secret ingredient: kvas, the Russian version of coca cola, glugged from St Petersburg to Vladivostok in the Soviet era. The final touch has come from just as far. "The ice is from Lake Baikal, in Siberia," he tells me, producing a cube the size of a brick. As he hands me the copper mug I half expect him to say "ta-dah!"

I take the cocktail from him, noticing his tattoos as I do so. Snakes coil their way around his wrist, poking out from underneath his crisp white shirt. For a moment, they throw me, seeming to posit this cool cat of a cocktail maker in Shoreditch, Brooklyn, Kreuzberg or some other hip area of a city that has embraced the 21st century. Not in the Russian capital, where, some might argue, the 20th century is still alive and glowering.

Outside, Moscow is keeping up appearances. Two minutes walk south west, the soldiers who protect the Tomb of the Unknown Soldier — the monument dedicated to Russia's dead from the Second World War — are ending the day in a choreographed march back to barracks. Above them, the wall of the Kremlin looms. Behind this stark red barrier, the lights are on in the Senate building where the Russian president has his office. There's rain on the breeze, and the city is lost in a gloom redolent of Bond films and Le Carré novels. Back in Moskovsky Bar, Ilya reaches for the apricot brandy and asks: "How about a Pavlovan Mystery?" There'll be no frosty relations tonight. At least, not in here.

Despite its old-fashioned elements, however, in Moscow old and new are starting to dance — and it's fascinating to watch the show. On a Saturday morning I glimpse their faltering steps, their unsure foxtrot. It's 22 April, Lenin's birthday and a fortuitous time to be in Red Square. A crowd of well-wishers has congregated at the revolutionary icon's tomb to mark the anniversary. The red flags of the Russian Communist Party are waved in the misty air. Three elderly gentlemen, stooped and frail, are assisted by a son or daughter towards the tomb. Adjacent on the slippery cobbles, millennial Moscow looks on in bemusement and then passes by. There are selfies to be taken, smartphone conversations to be had and trainers to be bought in GUM, a department store that faces the mausoleum. Mirroring the trio of septuagenarian soldiers saluting their hero, metres away three teenage girls skip through the shop's giant entrance, arms linked, giggling in unison.

But it's too simplistic to say that Russia in 2017 is witnessing a schism between yesterday and tomorrow. Moscow is being pulled slowly and subtly in all manner of directions — by financial changes; by a glacial infrastructure overhaul; by cultural undercurrents; by the motion of youth and social media. Each tugs at the moorings of tradition, politics and ingrained attitudes. The process isn't tearing the city apart, but it's certainly stretching the stitches.

Some of the signs are obvious. Moya Ulitsa ('My Street') is an ambitious, overdue programme that began in 2014 to remove the city's electrical cables from overhead pylons and bury them beneath the pavement. In a metropolis of 13 million residents, it has only added to the traffic chaos — jams are constant. Some of the gridlock has been eased by the resurrection of the Moscow Central Circle, a 34-mile ring railway line around the centre. It was initially constructed in 1908, closed to passengers in 1934, and reconfigured as a fast commuter service last September. Travellers can ride it to Delovoy Tsentr station and the Moscow City business district, an image of 'new Russia', where buildings like the 1,227ft-tall Federation Tower scratch at the heavens.

A mile south west of the Kremlin, the Cathedral of Christ the Saviour encapsulates Russia waltzing between old and new. It was originally built between 1839 and 1883 in thanks for Russia's deliverance from Napoleon, but was obliterated by dynamite on Stalin's orders in 1931, in the epoch of state atheism. Its replacement was built between 1990 and 2000 under the more benevolent eyes of Mikhail Gorbachev and Boris Yeltsin, a looming giant of white walls and gold domes that admires its reflection in the River Moskva.

And yet, though a child in years, the cathedral belongs to a Russia of unflinching centuries. It was here, on 21 February 2012, that the all-female rock band Pussy Riot played a guerilla gig, an act of political defiance aimed at Vladimir Putin that would see three of its members tried on charges of hooliganism motivated by religious hatred, and jailed for nearly two years in the harshest case. Watch the YouTube video of the incident and it appears utterly innocuous, but standing in the same vast space on a Saturday lunchtime, I'm suddenly not surprised that it provoked such a severe response. This cathedral represents the Russia of fervent Orthodox faith and extreme devotion. Elaborate mosaics and frescoes adorn the walls. The aroma of incense floats on the air. Women in headscarves rub tirelessly at brass candle stands, quietly angered by the wax that drips from burning wicks.

It's beautiful but stifling, an improbable context for protest, and I feel the need to flee to the roof, where an observation deck offers views of a shapeshifting conurbation. Moscow City is visible in the distance, but the past is also swarthily insistent. In the distance I spy the Seven Sisters, the septet of colossal gothic skyscrapers, commissioned by Stalin between 1947 and 1953 and an inalienable part of the Moscow skyline. They are magnificent in size and scope, serving as (among other things) Moscow State University, the five-star Hotel Ukraina and its luxury sibling the Hotel Leningradskaya. But with clouds gathering behind them, they also resemble hands clawing their way up from a grave.

Going underground The sense of a Russia braced against dissent is amplified by a ride south-west on the tube. The Moscow metro is a masterpiece, surely the planet's most spectacular subterranean transit system, but it pledges visual allegiance to the Soviet straitjacket. Park Kultury station, on Line 1, is a Stalinist celebration of Russian prowess, the concourse between its platforms peppered with marble statues of godlike youths, carved between 1931 and 1935: gorgeous boys reading literature, aspiring actors performing, athletic girls triumphing at tennis. It was carved out between 1931 and 1935, and does not seem too concerned that the world has moved on.

But a defiant flame flickers above ground. At first glance, Gorky Park — Moscow's prime green enclave — would seem to toe the party line as well, named after Russian literary giant and Stalin's favourite author Maxim Gorky, and featuring an enormous seven-archway entrance that booms with Soviet grandeur. The year 1955 is imprinted on its facade next to Lenin's face.

Yet inside, the Garage Museum of Contemporary Art is a clever question mark, probing at the fabric of the society around it. Its moniker is a red herring, referring to the former bus depot in which it was originally housed. It now occupies the shell of the Vremena Goda ('seasons of the year') restaurant, the park's culinary focal point in the Soviet decades. A mosaic of a female autumn clad in orange still adorns the main hall. The whole gallery, in fact, might be an act of misdirection, showcasing art that could be considered critical of the status quo, yet which wraps its barbs in ambiguity. 'Numbers', a 2015 work by the 28-year-old Chechen artist Aslan Gaisumov examines the destruction of his home city of Grozny by Russian forces in 1999. It reconstructs a street via the silent device of fixing salvaged house numbers — one to 99 — to a board. The reasons for the gaps' placement, in a pattern that approximates a mouth of broken teeth, are left to your interpretation. Similarly, photos by Anastasia Bogomolova capture the bleak mundanity of life in the city of Bakal (1,000 miles east of Moscow), without explicitly stating that it was born out of slavery, the site of one of Stalin's Gulags from 1941 to 1943.

Russia's left field is also identifiable two miles east of the Kremlin at Winzavod, another contemporary art hub cocooned in a onetime brewery and wine factory. Travelling to find it feels like a journey beneath the city's skin. Line 5 of the metro goes both above and below ground, surfacing next to Kurskaya railway station, from which drab armies of carriages trundle off in search of Moscow's southern suburbs. Further on, it passes through narrow roads lined with warehouses and splattered with graffiti. The gallery is entirely at home in this post-industrial realm. Since 2007, its brick outhouses have displayed the work of many of the country's brightest young visionaries and will continue to do so this summer via its Farewell to Eternal Youth exhibition. Video artist Evgeny Granilschikov will take centre stage until 16 July, and sculptor Irina Korina will come into focus for two months from 15 August. Both will enjoy audiences larger than you might expect of so scuffed a location. Hidden in the corner of the compound, diner-drinkery Kraftwerk is testament to Winzavod's popularity. A chalkboard behind the bar lists 29 beers, with titles as evocative as Red Sonya and Fucking Perfect. A DJ booth promises loud, late nights. I ask the waitress dashing between tables what time it closes. "We're open until our last customer leaves," she says with a shrug that suggests she is used to lengthy shifts.

A fragment of a less introverted, more expressive Russia? Maybe. And maybe Zaryadye Park, Moscow's current big creative project, is part of the same thing. Here is a flight of fantasy — a green lung. Due for completion in 2018, the space will incorporate everything from ecological zones that represent the flora of the Russian landscape to an orchestral concert hall and a half-bridge made from glass that will jut partially out over the Moskva River. That this will be the first new park in Moscow in 50 years is remarkable. That it's being crafted to the blueprint of Diller Scofidio + Renfro, the New York design team who created Manhattan's iconic High Line walkway, is even more so. That this place of public promenade will sit directly next door to the Kremlin, on the footprint of the demolished Rossiya Hotel, the 3,000-room kraken that became an emblem of squat Soviet sixties architecture, seems almost impossible to conceive.

"Part of the idea is to open up the city for pedestrians," Timur Bashkaev, one of the architects responsible for the interiors of some of Zaryadye's futuristic buildings, tells me as we examine a scale model of the site at his office in the shadow of Christ the Saviour. "People will walk out of Red Square and into the park. It will alter the centre."

Later that day I take a stroll to inspect it, peering over wooden barricades to spy on the work in progress. All around, 20-something Muscovites are scurrying into the dusk, aiming for the shops of the Okhotny Ryad mall, a retail temple wedded to American capitalism with such enthusiasm that it offers Dunkin' Donuts. But around the corner, guards are still statuesque at the Tomb of the Unknown Soldier, Mother Russia watching her children, uncertain where the future will carry them.

Getting there & around British Airways flies direct from Heathrow to Moscow's Domodedovo Airport, which lies 26 miles south east of the city centre. Russian national carrier Aeroflot serves Heathrow and Gatwick from Sheremetyevo Airport, 18 miles north west of the Kremlin. The Moscow Metro covers the city in depth and, including the Moscow Central Circle, it incorporates 15 lines, 245 miles of track and 237 stations. Single journeys are R55 (75p). The Aeroexpress aeroexpress.ru train service links Sheremetyevo and Domodedovo airports to the centre (the Belorussky and Paveletsky train terminals respectively), from R420 (£5.75) one way.

When to go The Russian winter can be notoriously fierce, but Moscow can hit temperatures of 23C in July and August. September, with average temperatures of around 16C, is also an ideal month to visit.

Places mentioned Bolshoi Theatre Cathedral of Christ the Saviour Four Seasons hotel Garage Museum GUM Kraftwerk Kremlin Museum Winzavod

More info visitrussia.org.uk

How to do it Steppes Travel , a Russia specialist, offers five-day breaks at the Four Seasons hotel, B&B, from £1,975 per person, including British Airways flights, a private guide, transfers and visa assistance.

Follow @LeadbeaterChris

Published in the Jul/Aug 2017 issue of National Geographic Traveller (UK)

Travel and Adventure

Jim Johnson, General Manager of the West Indies Yacht Club Resort, is concerned about the resort's recent increase in guest complaints, expatriate manager turnover, and tension between expatriate managers and local employees. ... West Indies Yacht Club Resort: When Cultures Collide. Teaching note -Reference no. NAC2123TN Subject category ...

West Indies Yacht Club Resort: When Cultures Collide Jeffrey P. Shay University of Montana In early December, Patrick Dowd, a 30-year-old management consultant, stared out his office window at the snowy Ithaca, New York, landscape. Dowd reflected on his recent phone conversation with Jim Johnson, general manaoer of the 95-room West Indies

The Case Centre is the independent home of the case method. Cranfield University, Wharley End, Bedfordshire. MK43 0JR, UK. +44 (0)1234 750903 or +1 781 236 4510. [email protected] .

Jim Johnson, General Manager of the West Indies Yacht Club Resort, is concerned about the resorts recent increase in guest complaints, expatriate manager turnover, and tension between expatriate

Here, I revisit the preparation process and final outcome of my LABU2040 Oral Group Presentation (Case 1: West Indies Yacht Club Resort; When Cultures Collide) and reflect upon my group members' and professor's feedback. Practice Presentations + Peer Evaluation

See Full PDF. Download PDF. Loading Preview. West Indies Yacht Club Resort When Cultures Collide BVI.

THE WEST INDIES YACHT CLUB RESORT In 1964, the Kimball family sailed into the North Sound of Virgin Gorda (Exhibits 2 and 3). The sound's natural beauty captivated the family, and they knew it was a place to which the family would soon return.

You could contact the West Indies Yacht Club: Email: [email protected] . For the Club' Secretary, please email at [email protected] . Telephone: +1 (800) 223-1017. By mail: The West Indies Yacht Club, Old Harbour Road Old Harbour St Catherine Jamaica

Chapter 11 Motivating and Leading COMPREHENSIVE CASES Case 14 Management of Human Assets at Infosys (Setting: India) Case 15 West Indies Yacht Club Resort: When Cultures Collide Case 16 A First-Time Expatriate's Experience in a Joint Venture in China INTEGRATIVE TERM PROJECT Integrative Case: Wal-Mart's German Misadvanture ENDNOTES CREDITS NAME ...

In this paper, the author will analyze a case study i.e. West Indies Yacht Club Resort: When Cultures Collide. Cultural Differences and Barriers to Change within Companies operating company is a major issue under today's global business cross culture workforce is the primary need of any multinational company like Companies.

west indies yacht club resort: when cultures collide 113 Channel, a channel cutting through the heart of the BVI chain (Exhibit 2). In addi- tion to a fine dining restaurant, the resort offered small boats (i., Sunfish, Lasers, and Whalers), waterskiing, and day excursions to snorkeling and diving sites for guests.

Unformatted text preview: West Indies Yacht Club Resort: When Cultures Collide Jeffrey P. Shay University of Montana In early December 1994, Patrick Dowd, a 30—year-old management consultant, stared out his ofﬁce window at the snowy Ithaca, New York, landscape. Dowd reﬂecred on his recent phone conversation with Jim Johnson, general manager of the 95-room West Indies Yacht Club Resort ...

MGMT Case Study West Indies Yacht Club Resort: When Cultures Collide Task 1 Problem | Causes | Remedial Measures | High expatriate turnover | * Cultural shock: poor communication with the local staff; money not as the motivator for the local * High workload low job satisfaction, e.g. writing memo instead of demonstration in the US * Government's regulation: not fire the local staff ...

West Indies Yacht Club Resort: When Cultures Collide The British Virgin Islands (BVI's) are made up of thirty-six islands, less than half of which are actually inhabited. Though the government of the British Virgin Islands has restricted development and growth, the vacation and tourism industry has ceased to develop into a profitable, yet ...

1. WELCOME TOTHE PRESENTATION 2. A CASE STUDYON WEST INDIES YACHT CLUB RESORT:WHEN CULTURES COLLIDE PRESENTED BYMD. RAJIB HOSSAIN (MBA-090302)HOSSAIN AHMAD (MBA-090310) MD.…

Case Overview This case describes the challenges associated with managing in a different culture. The West Indies Yacht Club Resort (WIYCR) is an independent upscale 95 room Caribbean property with spectacular views, two restaurants, a small grocery store, and two gift shops. Joe Kimball, the resort's owner, acquired the resort in 1973 and developed the property into one of the premier ...

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Russian national carrier Aeroflot serves Heathrow and Gatwick from Sheremetyevo Airport, 18 miles north west of the Kremlin. The Moscow Metro covers the city in depth and, including the Moscow Central Circle, it incorporates 15 lines, 245 miles of track and 237 stations. Single journeys are R55 (75p).

Moscow - Arts, Culture, History: Moscow has dozens of theatres. One of the most renowned is the Bolshoi Theatre, which was founded in 1825, though its present splendid building facing Theatre (formerly Sverdlov) Square dates from 1856. Also on Theatre Square is the Maly (Little) Theatre for drama. Another prestigious theatre, the Moscow Academic Art Theatre, founded as the Moscow Academic ...

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How to Finish an Essay Last Minute and Do it without Losing Quality

Table of contents

It’s the start of the week; you head to college and realize everybody is talking about the research paper submission. “Isn’t that due next week?” you ask, only to be told it was due the previous day. You hurriedly check your calendar and are in for a rude shock – you missed the deadline.

Just then, your alarm rings, and you wake up sweating. Thankfully, it was a dream!

However, the fact remains that you have a submission in four days, and you are nowhere close to starting it.

Given the busy college schedules, academic pressures, tight deadlines, and in many cases, even juggling a part-time job, it’s no surprise that college students are struggling with stress and anxiety.

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According to a 2018 American College Health Association report , over 60% of college students said they had experienced “overwhelming anxiety” in the past year. Looming essay deadlines have a significant role in contributing to this stress.

Smart Last-Minute Essay Writing Tips You Can Use

Doing an essay last minute is enough to give you the chills. Regardless of how much you plan to start early, you constantly find yourself racing against time.

However, doing an essay last minute does not mean you compromise on the quality. Here are 14 smart ways to write your last-minute essay and still do a good job.

#1. Stop panicking

At this point, you are filled with anger, self-loathe, and guilt. You keep telling yourself that you should have started earlier and hate yourself for putting off the college essay till the very end. While you are bound to have such negative thoughts, you must do away with them because they are futile and will only obstruct your concentration.

The first step to approaching a last-minute essay is to stop panicking and actively start working toward your essay. It would be best if you created a positive mindset and workspace to do full justice to it.

#2. Stay away from distractions

When you begin work on your essay, you receive a notification on your phone, and the next thing you know, you have spent the next few hours doing everything else but working on your college essay.

It’s easy to get distracted and away with time, but you must remind yourself that you cannot afford to do so. Doing an essay last minute requires your undivided attention, considering you have limited time.

So, whether it’s Instagram, Netflix, or even your friends, stay away from distractions and focus on completing the essay.

Here’s an interesting TEDx Talk by Chris Bailey on focusing better.

#3. Commit to a topic

Writing a last-minute essay makes you more likely to doubt yourself and be in two minds. After reading the instructions carefully and researching, choose an essay topic and stick to it. By second-guessing yourself at every point, you will only be wasting time.

#4. Work on the outline

You may wonder if you can afford to work on an essay outline when you run out of time. The answer is yes; structuring your essay is always worth it.

Having an effective essay outline saves you time, ensures you have covered the key points, and maintains a logical flow throughout. For instance, if you are writing a research paper, the outline needs to include the following sections:

Title – the shortest page; this needs to mention what your paper is about succinctly;
Abstract – a summary of your paper in 150 – 200 words;
Introduction – include the essay hook, explanation of the topic, and the thesis statement;
Methodology – describe the methods used to conduct the research;
Results – state the outcome and substantiate it with statistical data, tables, and graphs;
Conclusion – reinstate the thesis statement while summarizing the findings of the research;
References and Citations – cite all the references in this section.

Once you have established these, note down the points you plan to include under each section before you begin writing.

#5. Set mini-deadlines

In an ideal world, one would finish the essay in a single sitting, but we all know that’s a little too difficult to achieve. There does come the point when we reach a stage of exhaustion, and pushing ourselves to work beyond that means doom.

To avoid burnout, break your writing into parts and give yourself mini-deadlines. For example, aim to finish writing three sections in four hours and then allow yourself to relax. Tackling the paper in parts keeps your mind fresh, and you can think more clearly in the process.

#6. Set a timer

Since you already created an outline, set a timer for writing every essay section and try to finish before the timer goes off.

For instance, you can set the time at 15 minutes for writing the introduction and try to complete it before the end of the 15 minutes. Once you finish the introduction section, take five minutes to review it and see if it makes sense without bothering to correct the grammar.

Set the timer again for the first body paragraph, then the second, until you have covered all the sections on your outline.

#7. Increase your typing speed

It won't be easy to finish your essay fast if you’re a slow writer. To finish writing within the shortest time possible, you need to increase your typing speed.

How do you increase your typing speed? Sit upright and maintain a good posture while typing (ensure you are not looking at your screen at an angle). Let your elbows rest on the table and slightly elevate your wrists.

As you type, focus on the screen instead of your hands. This will help you start typing faster.

#8. Use writing and editing tools to save time

Want to save time? Several writing and editing tools can automate some processes to save time and help you finish your work faster. Some of the best online tools you can use when writing last-minute college essays include:

a) Grammarly

Grammarly is one of the best editing tools for editing your essay. The software uses artificial intelligence to identify errors related to spelling, punctuation, sentence structures, and even plagiarism.

After you finish writing, pass your essay through Grammarly to help you identify and correct grammatical errors. It will save you the time you’d spend revising your essay to identify and correct such mistakes manually.

b) Evernote

To finish your essay faster, you’ll need to organize your notes to promote the flow of thought and help you write more quickly.

Evernote is one online writing tool that will help you organize your notes effectively, so you don’t need to keep everything in your head when researching. You can take clips, and screenshots of relevant web pages, reference documents, images, and graphics for later use when writing.

This way, you won’t need to surf the internet all over again when you start writing. You can use the software anywhere, at any time, without any charges.

c) Hemingway Editor

Another editing tool to help you edit faster when writing last-minute college essays is the Hemingway Editor. You can decide to type on the app or copy-paste your essay onto the app after you finish writing.

Instead of spending time reading your essay and trying to identify errors alone, Hemingway will help you highlight lengthy and complex sentences and suggest ways to improve them.

It will also identify adverbs and weakening phrases to eliminate from your essay to make it more meaningful. This online editor will improve readability and make your essay easy to read and understand.

d) Dynalist

Nothing makes writing easier and faster than outlining. They help you organize your ideas ahead of time so that when you start writing, you won’t get stuck in the middle. An essay outline will also help you stay on topic and answer all the essay prompts effectively.

The good news is that you can use online tools to write outlines fast to save time, and one of them is Dynalist. You can use the free version of this online tool to capture your points into flawless outlines and flesh them out later when you start writing.

These tools will help you finish writing fast since you won’t spend much time editing manually after writing.

#9. Turn off spelling and grammar checks

While writing tools help you edit your work, the best way to write faster is to turn off the spelling and grammar checkers until you finish writing your first draft.

Since you want to write fast to finish your last-minute essay, underlining errors as you write may be more of a distraction. The checkers sometimes underline correct words, and you may spend time thinking about how to replace the word or correct sentences instead of focusing on writing.

Therefore, consider turning them off until your first draft is ready; you can turn them on and start editing your essay.

#10. Write the introduction and conclusion at the end

Introductions and conclusions tend to require more time when writing an essay. This is because they are supposed to be compelling, thoughtful, and engaging. You, therefore, need a little brainstorming to write these parts.

To save yourself some time, skip the introduction and go straight to explaining your points in the body paragraph.

You’ll spend less time on this section since you have already researched and identified your sources. After completing the essay body, you’ll have a clearer picture of your essay, and the introduction will take you less time to write.

The conclusion will also take less time to write since it will summarize the points you already discussed in the essay.

#11. Cite references alongside

Citing references is an integral part of essay writing. Citing sources and providing evidence to support your claims shows you pay attention to detail and adds to the credibility of your essay.

However, given a situation where you are writing a last-minute essay, there are chances of making more errors or skipping this step altogether. To avoid this mistake, citing references and to write the essay is a good idea.

What does this mean? Every time you include a quote, fact, or piece of information that needs referencing, ensure you make a note of it immediately, so you don’t waste any time hunting for it later.

Alternatively, you can also use a citation generator.

Citing all your reference articles can be time-consuming and deter you from completing your essay fast .

You can use several citation generators to cite articles accurately to have your essay references right. You must copy and paste the generated citation to your list of references at the end of the essay.

Some of the best citation generators you can use include MyBib, CiteThisForMe, CiteFast, and Bibme. The tools help you format your references in APA, MLA, or Chicago style, depending on your essay instructions, all for free.

#12. Proofread

Proofreading the college essay must not be overlooked regardless of how much time you have in hand. This is even more crucial while writing an article in a hurry because you are more likely to make mistakes.

After all the effort put in, the last thing you would want is to submit an essay with grammatical mistakes and formatting errors.

So, put aside quality time to proofread your essay and edit it accordingly. It is also a good idea to share a copy with your parents or friends and get a second set of eyes on your work.

#13. Take short breaks

Even though it’s the last minute and you want to finish writing your college essay fast, short breaks can still come in handy.

Sitting on the table for too long can tire your mind and body, making you a less effective writer. When your mind is clogged up, it hinders the flow of ideas, and you may be unable to knit your ideas into meaningful paragraphs.

Therefore, consider taking short breaks of 5 to 10 minutes, after which you can return to your table and write with a fresh mind.

#14. Get professional help

Doing a last-minute essay can be overwhelming. Sometimes you don’t know where to begin, and your anxiety gets the better of you.

However, college essays affect your grades, and you should not submit substandard work. So, if you find yourself stuck, reach out to a last-minute essay writing service. Writers Per Hour is one such essay writing service that can save you from all the stress and anxiety that comes with last-minute essay writing.

Our instant essay writers are trained to meet deadlines and tackle all sorts of specialized essays ranging from math, law, and chemistry to nursing, biology, and accounting.

Be it 24 hours or 1 hour, when you turn to our urgent essay writing service for last-minute essay writing help , you are sure to receive nothing but high-quality, original essays right on time to meet your deadlines.

Are you stuck on writing an essay?

Here are the answers to some frequently asked questions about writing last-minute college essays.

How long should it take to write a college essay?

The longer the essay and the more complex the topic, the longer it will take to write. A typical 5-page essay would take around 14 hours to write:

Brainstorming, researching, and outlining: 8 hours;
Writing: 4 hours;
Proofreading, editing, and formatting: 2 hours.

Is it possible to write an essay in one day?

Absolutely! It’s possible to write an essay in one day. All you need to do is prepare and do the research in advance. When you start writing, focus on your essay, and turn off distractions like social media notifications and chatting with friends.

Can I pay someone to write my last-minute college essay?

Yes, however, the person you hire needs to be a subject matter expert and a skilled writer who can deliver quality work quickly.

For instance, Writers Per Hour has urgent essay writers trained to deliver essays within the stipulated deadline. One page paper in 5 hours will cost you $33.99 if you are in high school. If you are a college student, the price will be $41.99 - $47.99, depending on your course.

We recommend you check our prices and discounts before making any decision, as we regularly conduct promotional campaigns for new and regular customers. So, check out our offers and essay promo codes which start from 15% to 25% off any order.

How do you write an essay 10 times faster?

To write an essay ten times faster, plan your writing and research. Create an outline and bookmark the relevant sources you’ll be using. Increase your typing speed, and use online writing tools to help you edit faster.

Irrespective of how much time you have, don’t make the mistake of plagiarizing someone else’s work, as it can lead to severe consequences such as expulsion or ruin your chances of getting selected. Hence, always ensure you submit original work and if you cannot do it yourself, seek help from last-minute essay writing services.

Last-minute essay writing is not ideal, but, in many instances, it cannot be helped either. So, the next time you find yourself in a similar situation, instead of hitting the panic button and haphazardly approaching the essay, follow these smart tips and don’t let the lack of time affect the quality of your essay.

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Tips for writing an exam essay in 80 minutes

We've all been there. The teacher is at the front of the classroom with a pile of blue books. She begins handing them out. You scrawl the name and date on the front and wait for her to start the timer. As you open the first page, an overwhelming white page stares back at you. And you panic.

Luckily, there are ways to prepare for essay exams that make this moment easier. Believe it or not, is a matter of remembering steps -- simply master the approach and practice it, and you will do better. Promise.

So what are the steps?

1. Read the prompt.

You should start with the prompt, identifying the component parts as quickly as you can. What are you being asked? What are the different parts of the story that you should be looking at carefully while you read? Feel free to practice your active reading by circling any key components of the question being asked of you, especially if there are multiple parts. (2 minutes)

2. Read the story.

Now it is time to read the story carefully with an eye towards the prompt. Underline and take notes to be sure you have something to revert back to for the next step. (10 minutes)

3. Identify key ideas.

Look over your underlining and notes. What are the major patterns in your observations? Jot down the key ideas that emerged from your reading and what evidence from the story might be used to support these ideas. Consider what it is you want to tell the reader. (2 minutes)

4. Outline the essay.

Make sure you write down what each paragraph will be about (the topic sentence) and what the essay as whole will be about (the thesis statement). Make a plan for your essay. You should include an even amount of time per paragraph as well as 10 minutes at the end for copy editing and proofreading. (5 – 10 minutes)

5. Now, you write.

Remember that the topic sentence must come first in any paragraph. The paragraph functions to support the topic sentence. (10 – 15 minutes per paragraph, a 5 paragraph essay should take 40 minutes without a conclusion, but you can obviously extend this time if you have it)

6. Conclude your findings.

Spend a little time on your conclusion , so that it effectively summarizes what you’ve written. Don’t be afraid to repeat yourself. In an essay, repetition can be very clarifying. (5 – 10 minutes)

7. Edit and proofread.

Once you have drafted the essay, go back and refine the introduction/thesis statement as well as each topic sentence. These are the most important elements of the essay. Proofread the essay. (10 minutes)

Easy, right? Well, not so fast. The steps won't work unless you practice. Ask your teacher or professor how best to prepare for the essay exams (hint: oftentimes the homework will mirror what to expect). Using the homework and course readings, try practicing the steps under timed conditions, making sure each step sticks to the time allotted. The more you practice, the easier it will become.

No more blue book blues!

How Do You Plan An Essay In 5 Minutes?

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The 7-Step Guide for How to Write an Essay Plan

Figure out your Essay Topic (5 minutes)
Gather your Sources and take Quick Notes (20 minutes)
Brainstorm using a Mind-Map (10 minutes)
Arrange your Topics (2 minutes)
Write your topic Sentences (5 minutes)
Write a No-Pressure Draft in 3 Hours (3 hours)

What are the 5 steps to planning an essay?

The 5 Step Essay Writing Process That Will Help You Write Better Papers

Step 1: Determine your purpose for writing the paper.
Step 2: Write down everything and anything about your topic.
Step 3: Organize your thoughts.
Step 4: Start writing, then take a step back.
Step 5: Grade your own paper.

How do you make a plan for an essay?

One way to start planning an essay is with a ‘box plan’. Then divide up a box into an introduction, one body paragraph for each part of your argument, and a conclusion . Next, figure out how many words per paragraph you will need. This depends on the word count and how many paragraphs you want.

How do you plan an essay fast?

How to Write High-Quality Papers and Essays More Quickly

Understand the Assignment.
Research with Ruthless Efficiency.
Create a Flat Outline.
Create the Perfect Writing Environment.
Follow a Standard Structure.
Focus On Quality Over Quantity.
Draft and Edit Separately.
Write the Conclusion and Introduction Last.

How do I write an essay?

Preparation: Decide on your topic, do your research, and create an essay outline. Writing: Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion . Revision: Check the content, organization, grammar, spelling, and formatting of your essay.

How do you start an essay example?

Your essay introduction should include three main things, in this order:

An opening hook to catch the reader’s attention.
Relevant background information that the reader needs to know.
A thesis statement that presents your main point or argument.

What is an essay plan?

An essay plan helps you organise your ideas and you can be modified as you read, think or discuss more . It is a basic outline of your essay and is useful if you want to discuss your writing with your lecturer, tutor or with an Academic Support person. Here is an example of an essay topic and a possible plan.

How long does it take to plan an essay?

5. Typing Skills

How do you brainstorm an essay?

How to Brainstorm for an Essay

Tip #1: Set an end goal for yourself.
Tip #2: Write down all ideas.
Tip #3: Think about what interests you most.
Tip #4: Consider what you want the reader to get from your paper.
Tip #5: Try freewriting.
Tip #6: Draw a map of your ideas.
Tip #7: Enlist the help of others.

How many words should be in a 5 minute presentation?

750 words is 5 minutes of speaking time.

How do you get an essay done in one hour?

How to Complete a One-Page Essay in One Hour

Step 1 – Avoid Distractions. Okay, so you’ve already procrastinated enough.
Step 2 – Set the Right Atmosphere.
Step 3 – Make Sure You Understand the Topic.
Step 4 – Develop a Thesis Statement.
Step 5 – Create an Outline.
Step 6 – Write Your Paragraphs.
Step 7 – Edit and Proofread.

How do you write an essay in a short time?

20 Top Tips for Writing an Essay in a Hurry

Adopt the right mindset.
Switch off your phone and social networks.
Type your essay rather than handwriting it.
Read the question carefully.
Get your books ready.
Sum up your argument in a sentence.
Write your notes directly into the document.

How do you write a 500 word essay fast?

A Step-by-Step 500-Word Essay Example

Step 1 – Create a Thesis. Everything in your essay revolves around your thesis.
Step 2 – Write the Introduction. The introduction should grab your reader’s attention and prepare for an explanation of the thesis.
Step 3 – Write the Body Paragraphs.
Step 4 – Wrap It up with a Conclusion.

How do you write an essay in one day?

Instead, read this six-step guide to writing an essay in a day:

Understand your goals.
Choose a topic.
Set deadlines.
Arrange for reviewers in advance.
Outline your essay.
Stay organized.

What are the 5 parts of an essay?

As a result, such a paper has 5 parts of an essay: the introduction, writer’s arguments, counter arguments, refutation, and conclusion .

What makes a good essay?

An essay should have a single clear central idea . Each paragraph should have a clear main point or topic sentence. Each paragraph should support or expand the central idea of the paper. The idea of each paragraph should be explained and illustrated through examples, details, and descriptions.

What are the example of an essay?

There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays. The Four Main Types of Essay | Quick Guide with Examples.

What is a good sentence starter?

Below is a list of possible sentence starters, transitional and other words that may be useful. This essay discusses … … is explored … … is defined … The definition of … will be given … is briefly outlined … … is explored … The issue focused on …. … is demonstrated… is included …

What is a good intro sentence?

The introductory paragraph of any paper, long or short, should start with a sentence that piques the interest of your readers . In a typical essay, that first sentence leads into two or three more sentences that provide details about your subject or your process. All of these sentences build up to your thesis statement.

What is a good introduction?

A good introduction should identify your topic, provide essential context, and indicate your particular focus in the essay . It also needs to engage your readers’ interest.

Can you write a 2000 word essay in 6 hours?

How long does it take to write a 2,000 word essay? It takes about 6 hours and 40 minutes to write a 2,000 word essay.

By Antonia Leonard

Antonia Leonard is an education expert who has dedicated her life to helping students achieve their academic goals. She has worked in schools all over the world, and has developed groundbreaking curricula that have helped countless students excel.

Antonia is a firm believer in the power of education, and she is passionate about helping students reach their full potential. She is also a strong advocate for equal opportunity, and she works tirelessly to ensure that all students have access to quality education regardless of their socioeconomic status or race.

Antonia is a gifted educator, and she is widely respected within the education community. She has received numerous awards and accolades for her work, including being named one of the "Top 10 Educators to Watch" by Education Week magazine.

IELTS Essay Planning - How To Plan a Task 2 Essay -

It is essential that you understand how to plan your Task 2 IELTS essay. On this page, y ou will learn:

4 reasons why you must plan your IELTS essay
4 simple steps of essay planning
4 strategies for generating ideas
4 part essay structure

Each year, many high level students fail to get the Band 7 or 8 score they are capable of achieving simply because they didn’t plan their Task 2 essay.

In case you are one of the people who insist that they don’t have time to plan, here are four key reasons why you should.

Want to watch and listen to this lesson?

Click on this video.

4 Reasons Why You Must Plan Your IELTS Essay

1) planning saves you time.

If you plan your essay before you start writing, you will already know what you are going to say and won’t need to keep stopping to think about the next idea. This means that you will be able to write much faster than if you don’t have a plan.

You only need to spend 5 minutes in the planning stage. That leaves a full 35 minutes to write and check your essay.

2) Planning results in a more relevant answer

Remember, 25% of your marks are for task achievement. This includes,

Answering all parts of the question
Presenting relevant ideas that are well-developed
Having clear supporting points to extend the main idea

A common mistake in IELTS essay writing is the failure to answer all parts of the question.

Part of the planning process involves thinking up ideas to include in your essay. Taking the time to analyse the question and focus on generating a few key ideas with relevant examples will ensure that you answer the question fully.

3) Planning results in a better structure

Another 25% of the marks are for coherence and cohesion. This includes,

Organizing your ideas into a logical order
Having a separate paragraph for each main idea
Linking your paragraphs appropriately

You can have the best ideas in the world, but unless you can develop them into a well-structured essay, you will not score highly for coherence and cohesion.

The examiner needs to be able to understand what you are saying and see a clear progression of relevant ideas. Without a plan, this is difficult to achieve.

Trying to write an IELTS essay without planning it first is like going on a journey without a map. You’ll probably reach your destination eventually but you’ll undoubtedly take a random route with a few false turns along the way. It would certainly be extremely difficult for anyone else to follow your meandering path.

Spending a few minutes planning your essay will give you an easy to follow map taking you right through from your introduction to your conclusion. The result will be a well-structured essay and a very happy examiner.

4) Planning results in fewer grammatical errors

With your ideas and essay structure planned out before you start writing, you will have more time to focus on getting your grammar right. Fewer grammatical errors means more marks.

You should also be left with enough time at the end to check your essay for mistakes and to correct them.

Now that you understand why you must plan your Task 2 IELTS essay, we’re going to look at how to plan it.

The 4 Simple Steps of IELTS Essay Planning

Analyse the question
Generate ideas
Record synonyms
Plan the structure

Analyse the Question

The number one mistake many students make is not answering the question properly.

The way to avoid this is to carefully analyse the question before you do anything else. Knowing how to do this is so important that I’ve written a whole page on it. Follow this link to read it:

How To Understand and Analyse IELTS Writing Task 2 Questions

Here’s a summary of the most important points.

Students regularly make these 4 mistakes:

1. They don’t spend time carefully reading and analysing the question.

2. They fail to recognise the type of question being asked.

3. They don’t fully understand the question.

4. They write about the general topic rather than answering the specific question.

Fortunately, there is a quick and easy way to analyse and understand Task 2 IELTS essay questions. You just need to identify 3 different types of words:

# 1 Topic words

# 2 Other keywords

# 3 Instruction words

Here is a typical IELTS essay question with the different types of words highlighted.

Sample question:

In some poorer areas of large cities people are too afraid to leave their houses at night time due to a fear of crime .

What are the causes of crime in those areas and what can be done to tackle those problems?

Topic words

The topics words (in blue) are the ones that identify the general subject of the question.

So, this question is about ‘fear of crime’. We now need to know what aspect of ‘fear of crime’ we are required to write about. For this information, we look at the other key words.

Other keywords

The other keywords (in red) in the question tell you the specific topic you must write about. They define the opinion stated in the statement.

Here they are, isolated from the statement:

large cities
afraid to leave their houses

These are the only aspects of ‘fear of crime’ that you should write about. Do not write about ‘crime’ or ‘fear of crime’ in general or you will be given a low mark for task achievement.

Instruction words

The instruction words are all the words that come after the question statement. They tell you exactly what the examiner wants you to do. For example,

What are the causes of crime in those areas and what can be done to tackle those problems?

25% of your marks are determined by how well you answer the question.

Our sample question is a ‘causes and solutions’ question. It requires you to give clear ideas on both the causes of crime in poor areas of large cities and some possible solutions.

A common mistake is to write about just one side of the issue, e.g. just the causes, or to not fully develop both sides, resulting in an unbalanced essay.

How To Generate Ideas

With only a few minutes to come up with the ideas to write about, you need an idea generation strategy that works well for you and that you have practiced beforehand.

We all think in slightly different ways so what works for one person might be completely the wrong method for someone else. Different techniques can also work well for different question types so it’s worth having two methods that you can use confidently. You’ll then be ready for whatever type of question you get.

There are 4 main techniques for generating ideas for your Task 2 IELTS essay:

Brainstorming

Mind-mapping.

Friends technique
Examples method

This is where you analyse the question and quickly jot down as many related ideas as come into your head as possible.

The drawback with this method is that you can end up with lots of ideas but not enough time to sort them and pick out the most relevant ones before you have to start writing.

Mind-mapping is similar to brainstorming but will help you to organise your thoughts as they come to you by relating each though to a specific part of the question.

You can still have the problem of too many ideas but many students use this method successfully, especially those who already have experience of creating mind maps.

Friends Technique

This is the method I prefer. It allows you to take a step back from the stress of the exam situation and think more calmly.

Here’s how it works. Imagine you are chatting with a friend and they ask you the question in a casual conversation. What answers would you give them off the top of your head? Plan your essay around these ideas.

Doing this will help you to come up with simple answers in everyday language rather than straining your brain to think of amazing ideas using high level language, which isn’t necessary.

Example method

Sometimes you can use this technique on its own but for many questions, it’s a method that will help you generate ideas to support the main points in your IELTS essay. Examiners love relevant examples.

All you do is to think of specific examples related to the question. These can come from your own experience or be something you’ve read or heard about. You should be reading newspapers, magazines and topical websites as part of your general exam preparation so you may well have seen an article, study or report that you could use as an example.

You can even make up examples or tweak real examples to better fit the question. The examiner isn’t going to check your facts but they must, of course, be plausible.

Our sample question on 'fear of crime', is a topic often covered in the media. Or maybe you know someone who's afraid to go out at night because of local crime.

Once you’ve thought of an example, ideas to include in your essay should come to you easily.

You’ll find illustrations of how to use these four techniques on the pages on the individual question types.

Vocabulary for Your Task 2 Essay

Before I move on to talking about the structure of your Task 2 IELTS essay, I want to look briefly at vocabulary.

You need to cover as much as possible in the planning stage and this includes vocabulary. You don’t want to be searching your brain for the right words while you’re writing your essay. The writing stage is the time for focusing on grammar and linking your ideas.

You don’t need to use complex, high level words and phrases to get a high mark but you do need to use appropriate, topic-related vocabulary and to avoid repeating the same words many times over. This is particularly true of the vocabulary included in the question. So, you need to think about possible synonyms you could use.

I’ll use our sample question as an illustration. I’ve added the colour coding again because it’s the key words that you’ll want to find alternatives for.

In some poorer areas of large cities people are too afraid to leave their houses at night time due to a fear of crime .

What are the causes of crime in those areas and what can be done to tackle those problems?

Here are just a few relevant synonyms:

poor area – deprived neighbourhood, impoverished locality

city – metropolis, urban area

night time – after dark

cause – reason for, source of, origin of

what can be done – solution, answer to the problem

Write down synonyms as you analyse the question and choose which ideas to include in your essay.

How to Structure Your Essay

The final step in the process of planning your Task 2 IELTS essay is to set out the structure, that is, to organise your ideas so that they flow logically from one to the next and answer all parts of the question.

Most essays should have 4 paragraphs. Each of the 5 types of question requires a slightly different structure which I go into in detail on their individual pages. Here, I’m going to give you a general overview.

The 4 paragraph structure:

1) Introduction: Paraphrase the question

If required, state your opinion

2) Body paragraph 1: Main idea

Explanation

Example

3) Body paragraph 2: Main idea

4) Conclusion: Summary of main ideas

If required, restate your opinion

This structure is easy to memorise. Once it’s fixed in your mind, all you need to do is to fill in each part with your ideas. With all this planning done, the actual writing of your essay will be fairly straightforward.

This may seem a lot to do in the 5 minutes planning time you should allow for it but it’s very doable if you get in lots of practice before exam day. Start slowly as you learn how to plan your IELTS essay and gradually speed up until you can complete all the steps in around 5 minutes.

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More help with ielts essay writing.

IELTS Writing Test – Understand the format & marking criteria, know what skills are assessed & learn the difference between the Academic & General writing tests.

IELTS Writing Tips – Top 10 tips to bring you success in your writing test. Essential information you need to know to achieve a high score.

IELTS Writing Task 2 – T he format, the 5 question types, the 5 step essay writing strategy & sample questions. All the key information you need to know.

The 5 Types of Task 2 Essay – How to recognise the 5 different types of Task 2 essays. 15 sample questions to study and a simple planning structure for each essay type.

Understanding Task 2 Questions – How to quickly and easily analyse and understand IELTS Writing Task 2 questions.

How To Write a Task 2 Introduction – Find out why a good introduction is essential. Learn how to write one using a simple 3 part strategy & discover 4 common mistakes to avoid.

How To Write Task 2 Main Body Paragraphs – Learn the simple 3 part structure for writing great main body paragraphs and also, 3 common mistakes to avoid.

How To Write Task 2 Conclusions – Learn the easy way to write the perfect conclusion for a Task 2 essay. Also discover 4 common mistakes to avoid.

Task 2 Marking Criteria – Find out how to meet the marking criteria in Task 2. See examples of good and poor answers & learn some common mistakes to avoid.

The 5 Task 2 Essay Types:

Step-by-step instructions on how to plan & write high-level essays. Model answers & common mistakes to avoid.

Opinion Essays

Discussion Essays

Problem Solution Essays

Advantages & Disadvantages Essays

Double Question Essays

IELTS Writing
Task 2 Essay Planning
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EssayFlow: A Comprehensive Review Of The AI-Powered Essay Writing Tool

Essayflow is an ai-powered essay writing platform designed to assist users in crafting human-like, undetectable, well-researched, plagiarism-free essays across various academic disciplines..

Meta: Explore EssayFlow, an innovative AI essay writer with undetectable AI essay outputs. This review covers its key features, pricing, and potential limitations.

In the modern academic landscape, where time is a precious commodity and the demand for high-quality writing is ever-increasing, students and professionals alike are turning to AI-powered writing tools to streamline their essay creation process.

Among the myriad options available, EssayFlow has emerged as a promising solution, offering undetectable AI essay writing with a unique blend of advanced AI technology and a user-friendly interface. In this comprehensive review, we'll delve into the features, strengths, and potential drawbacks of this innovative essay writing tool.

Overview of EssayFlow

EssayFlow is an AI-powered essay writing platform designed to assist users in crafting human-like, undetectable, well-researched, plagiarism-free essays across various academic disciplines. Developed with the goal of creating essays that avoid AI detection, EssayFlow leverages cutting-edge rewriting technology to provide a hassle-free writing experience.

At its core, EssayFlow aims to revolutionize the way students and professionals approach essay writing by offering a comprehensive suite of tools that cater to every stage of the writing process, from brainstorming and research to drafting, citation integration, and final polishing.

Key Features of EssayFlow

Here are the key features of EssayFlow that make it a powerful AI essay writing copilot.

1. Undetectable AI Essay Writing

EssayFlow's most prominent feature is its undetectable AI essay writing, which means it can create essay content undetectable by AI detectors. When crafting essays, EssayFlow mimics human writing styles and avoids using AI writing patterns, making sure you'll have high human scores on Turnitin, GPTZero, Originality.ai, and other AI detectors.

2. AI-Powered Writing Assistance

Another of EssayFlow's features is its AI-driven writing assistant, which helps users overcome writer's block and generate high-quality content. This AI-powered tool can assist with everything from outlining and structuring essays to generating coherent paragraphs and sentences based on user prompts or existing drafts.

3. Comprehensive Research and Citation Support

One of the standout features of EssayFlow is its integrated academic database, which provides users with access to a vast collection of scholarly sources, research papers, and peer-reviewed articles. This feature streamlines the research process, allowing users to easily find and incorporate relevant sources into their essays with the tool's built-in citation functionality.

4. Plagiarism Detection and Grammar Checking

To ensure the originality and quality of the written content, EssayFlow incorporates advanced plagiarism detection and grammar checking capabilities. The plagiarism checker scans the essay against a vast database to identify and flag any instances of potential plagiarism, while the grammar checker analyzes the text for grammatical errors, incorrect word usage, and inconsistent sentence structures.

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EssayFlow caters to a wide range of essay styles, including argumentative, narrative, descriptive, expository, and persuasive essays. Additionally, the tool supports various citation styles, such as APA, MLA, Chicago, and Harvard, making it a versatile choice for students and professionals across different academic disciplines.

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Despite its advanced capabilities, EssayFlow boasts a user-friendly interface that simplifies the essay writing process. The intuitive workflow guides users through each step, from uploading existing drafts or starting from scratch, to researching and integrating sources, polishing the content with AI-powered suggestions, and finally downloading the completed essay.

Why EssayFlow Stands Out from Other AI Essay Writers

While there are numerous AI essay writing tools available on the market, EssayFlow distinguishes itself by its undetectable AI writing capabilities. You'll get human-like essay content that avoids AI detection and is free from penalty.

And unlike some other tools that may prioritize speed over quality, EssayFlow encourages in-depth research and thoughtful writing, ensuring that the essays produced are not only well-written but also intellectually substantive.

Moreover, EssayFlow's smart essay generation feature facilitates the fluid and effortless expression of ideas, striking a balance between efficiency and scholarly depth. This approach sets EssayFlow apart from competitors that may sacrifice quality for expediency.

Free Plan and Affordable Pricing

One of the most appealing aspects of EssayFlow is its free plan, which allows users to experience the platform's core features without any financial commitment. The free plan provides access to the AI writing assistant, research database, and plagiarism checker, making it an excellent option for those looking to explore the tool's capabilities before committing to a paid subscription.

For users requiring advanced features or additional functionality, EssayFlow offers several affordable pricing plans tailored to meet varying needs and budgets. These paid plans unlock enhanced features such as unlimited essay generation, priority support, and access to premium academic resources.

Potential Considerations

While EssayFlow offers a comprehensive suite of features and an impressive AI-powered writing experience, it's important to note that this tool should not be considered a substitute for human effort, critical thinking, and subject matter expertise. Users should view EssayFlow as an aid to enhance their writing process rather than a means to completely automate it.

EssayFlow emerges as a powerful and innovative AI-powered essay writing tool, offering a comprehensive suite of features designed to create undetectable AI essay writing and streamline the essay creation process.

With its advanced AI writing assistance, comprehensive research and citation support, plagiarism detection, and user-friendly interface, EssayFlow provides a compelling solution for students and professionals seeking to enhance their essay writing experience.

Ultimately, EssayFlow presents a promising option for those seeking to leverage the power of AI in their essay writing endeavors, offering a balance between efficiency and scholarly rigor. Whether you're a student striving for academic excellence or a professional seeking to enhance your writing skills, EssayFlow is certainly worth exploring.

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One Tech Tip: How to use apps to track and photograph the total solar eclipse

Monday's total solar eclipse might become one of the most filmed and photographed events of the year.

As the moon passes in front of the sun, plunging a swath of North America into a few minutes of darkness , throngs will take pictures or videos of the moment. But powerful solar rays and drastic changes in lighting pose unique challenges in catching that perfect image.

Here are some pointers on how to get the best shot :

How can I find the best place to capture the eclipse?

First, get in the right position. You'll want to be as close as possible to the path of totality, which passes over Mexico's Pacific coast and ends in eastern Canada. Fifteen U.S. states get to see the full eclipse.

There are online maps to check if you'll be anywhere near the path. NASA's map shows how many minutes of totality there will be if you're inside the path depending on location, and how much of a partial eclipse you'll see if you're outside of it.

For spectators in Mexico and Canada, eclipse expert Xavier Jubier's website overlays the eclipse's path on Google Maps, which allows zooming into street level detail.

What can I use to plan a good shot?

With so many factors in play including cloud cover and the sun's position in the sky, planning is key to getting the best image.

There are a host of smartphone apps for eclipse chasers. The American Astronomical Society has compiled a list of useful ones for both iOS and Android devices, including its own Totality app that shows your location on a map of the totality path.

The Solar Eclipse Timer uses your phone’s GPS to play an audio countdown to the moment of totality and highlights key moments. The app's maker advises using a separate phone for taking photos.

Eclipse Calculator 2 for Android devices uses the phone's camera to depict how the event will look in the sky from your position, using lines overlaid on top of the camera image. For iPhone users, apps like Sky Guide and SkySafari have eclipse simulators. There are other iOS apps that use augmented reality to simulate the eclipse, but they're pricier and not yet on the society's list.

How can I take a great photo of the eclipse?

Digital SLR cameras will produce the best photos. Their manual exposure controls and ability to add zoom lenses and accessories like remote shutter buttons will let you make great pictures.

Associated Press chief photographer Julio Cortez advises using a smaller aperture — f11 or f17 — to keep the focus "a little bit sharper.” When he shot the 2017 total solar eclipse, he used an ISO setting of 1250 and 1/500 shutter speed.

The rest of us have our smartphones.

NASA published detailed guidelines for smartphone eclipse photography in 2017 with the caveat that “smartphones were never designed to do sun and moon photography." That's because the wide-angle lenses on most devices won’t let you capture close-up detail. But new phones released since then come with sophisticated sensors, multiple lenses and image stabilization software that give a better chance.

Some experts suggest HDR, or High Dynamic Range, mode, which takes a series of pictures at different light levels and then blends them into a single shot — ideal for combining an eclipse’s very dark and very bright areas.

But don’t use flash. You can spoil the moment by ruining the vision of those around you whose eyes have adapted to darkness.

What will I need to protect against the sun?

The American Astronomical Society advises using a solar filter to protect cameras against intense sunlight and heat.

You can buy a filter that screws onto DSLR lenses, but it will take time to remove when totality happens. Cortez made his own with cardboard, tinted film and fasteners that he can quickly rip off.

For smartphones, you can use a spare pair of eclipse glasses and hold it over the lens, or buy a smartphone filter. There's no international standard, but the society's website has a list of models it considers safe. Make sure macro mode is not on.

If you plan to shoot for an extended time, use a tripod. To line up his camera after mounting it on a tripod, Cortez uses a solar finder, which helps locate the sun without damaging your eyes or equipment.

Cortez also advises bringing a white towel to cover up your gear after setting up to keep it from overheating as you wait for the big moment.

Can I take a selfie with the eclipse?

It's very tempting to make a TikTok or Instagram-friendly eclipse video. Perhaps you want to selfie video, narrating into the camera while the cosmic ballet between sun and moon plays out over your shoulder.

Be careful: While you might think your vision isn't at risk because you're not looking at the sun, your phone's screen could reflect harmful ultraviolet light, eye experts have warned .

And if you're using a solar filter on the selfie camera, it will turn the picture dark and you won't show up.

Is there a tech challenge you need help figuring out? Write to us at [email protected] with your questions.

In NJ, Wiccans and witches have big plans for 'supercharged' energy of April solar eclipse

5-minute read.

On April 8, a total solar eclipse will darken skies over North America, transforming day into night.

It's a scene that will strike many as magical or ominous. For some, it will also will be highly spiritual.

Across North Jersey and throughout the world, many Wiccans , pagans and Druids view 2024's eclipse as a source of powerful energy that can bring about personal transformation and healing. Although witches have traditionally viewed the solar eclipse as a bad omen, many say they will attempt to harness the energy of this latest version toward positive change in the world.

It's "a powerful and highly energetic time, and this one will be especially good for healing our pasts and awakening the fire within," said Alexa Branco of Hackensack, who runs The Bruja’s Tomb , an online "metaphysical store" that sells witchy wares such as cleaning candles, crystals and instruction in reading Tarot cards.

A solar eclipse occurs only during a new moon, which to Branco and her fellow witches represents a new beginning.

"Throw in the fact that the eclipse is taking place in fiery Aries, which marks the astrological new year and onset of spring, and it is a time supercharged for transformation," Branco said.

How Wiccans will greet 2024 eclipse

Scientists will tell you the sun disappears during an eclipse because it aligns at the perfect angle and distance with the moon, which will block its light and reveal the fiery corona around the star's edge.

To adherents of nontraditional spiritual movements like Wicca — which has grown in popularity as more Americans leave organized religion — it's an opportunity to tap into energies that flow throughout the natural and spiritual world. Witchcraft is a practice, and Wicca is a religion.

New Jersey is not in the path of totality for April's solar eclipse , the most significant in the United States in more than six years and the last in the country for two decades. But astronomers say about 90% to 95% of our star will be hidden in the skies above the Garden State.

Branco plans to meditate under the eclipse with a yellow candle, chosen because its color represents the solar plexus, "which is where our inner fire lives. It is one of our main energy centers and connects us to the sun, so a yellow candle helps to evoke this energy."

More: Think the solar eclipse is thrilling? To our ancestors, it was terrifying

Through prayer and meditation, she will attempt to draw that power into her candle. "I'm charging the object with the energies of the day, in order to bring that energy into my home and disperse it out into the universe," Branco said.

A wakeup call for the planet

Oberon Zell, 81, a neopagan writer and religious leader in Asheville, North Carolina, said the eclipse is associated with positive transformation. He will observe the day with a group of Druids in northern Ohio, where they will be in the path of the total eclipse.

"We are planning a big gathering for directing our energy towards planet-healing, saving our Mother Earth and turning the tide of human aggression. We need to rid our planet of the destructive forces," he said. "The eclipse is a wakeup call to people to treat each other and the planet better."

Story continues below map

Jason Mankey runs a coven — a congregation of witches — in the San Francisco Bay area and writes about witchcraft. He said many witches believe "you shouldn't do any magical work during an eclipse because, in the ancient world, eclipses were seen as bad things because people didn't know why they were occurring.

"Most of us today are pretty excited about them because they happen so rarely," he said. "It's a cool thing to be a part of."

Story continues after gallery .

Meditations and rituals

John Beckett, a Druid and author in Texas, said, "These events are powerful. They can, in my experience, speed up magic because the sun goes from bright to dark to bright in minutes, rather than in a whole day. It's an amazing natural occurrence and something we can look at and appreciate."

"I will say a few prayers and make a small offering to ask my gods and spirits for help in whatever the eclipse brings," Beckett added.

Lorraine Henrich, whose coven is based in Fairfield, said that traditionally, spells are not performed on the day of such phenomena because "you cannot access solar or lunar energies as effectively when they are overshadowed by an eclipse. In ancient times people felt that a solar eclipse brought doom or bad luck."

In Ringwood, Meghan McSweeney, a self-described "eclectic witch," said the April 8 event is about relationships: "our relationship with others, ourselves and also the divine. Eclipse season isn’t something that is meant to be controlled, but something to surrender to, meaning to go with the flow of the energy that is coming in for great change and growth."

She'll celebrate by meditating on relationships and personal growth. She will also perform a cord-cutting ritual to dismiss "those relationships we wish to fully let go" and an "abundance blessing" to ensure "the seeds we plant now are successful for the rest of the year."

An eclipse can "usher in endings for certain relationships and bring beginnings for others," she said. "It is a time of dynamic change."

What's a witch? Who are Wiccans? A primer

Wicca is among the largest pagan groups, and its followers often practice witchcraft, said Helen Berger, a women's studies professor at Brandeis University who writes about witchcraft. But the terms witch and Wiccan are not interchangeable, she said. Although Wicca is a form of witchcraft, not all witches are Wiccans.
The modern Wicca movement was established in England in the 1940s, came to the U.S. in the 1960s and began to grow in earnest in the 1970s.
It always emphasized magic and later began to develop an emphasis on nature and environmental responsibility. Women's empowerment became a key theme in the '70s, Berger said.
Wicca and witchcraft are part of a larger pagan movement that lacks a formal structure or church but instead reveres several deities and focuses on Earth and its cycles, including solstices, equinoxes and cross days that fall in between. Witches often celebrate moon cycles and the rotation of the seasons throughout the year through rituals.
The number of Americans who identify with Wicca or paganism rose from 134,000 in 2001 to nearly 2 million in 2021, according to Berger. The growth of TikTok witches and others on social media suggests that the numbers identifying as witches in America keep growing, she added.

Deena Yellin covers religion for NorthJersey.com. For unlimited access to her work covering how the spiritual intersects with our daily lives, please subscribe or activate your digital account today .

Email: [email protected]

Without Messi, Inter Miami unravels late, falls 2-1 to Monterrey in Champions Cup

The Associated Press

April 3, 2024, 11:10 PM

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FORT LAUDERDALE, Fla. (AP) — Lionel Messi remained sidelined with a hamstring injury Wednesday night as his Inter Miami team built a one-goal lead against Mexico’s Monterrey then came unraveled in the second half, losing 2-1 in the first leg of the CONCACAF Champions Cup quarterfinal.

Messi, who missed his fourth straight game because of a right hamstring injury, has not played since March 13, and also missed Argentina’s exhibitions last month against El Salvador and Costa Rica.

It isn’t yet clear when the 36-year-old Messi will return. Inter Miami and Monterrey are scheduled to play the second leg of the quarterfinal in Mexico on April 10. Inter Miami will also play an MLS match against Colorado on Saturday.

“Every day he’s feeling better. It would have been too much of a risk today,” Inter Miami coach Gerardo “Tata” Martino said through an interpreter after the match. He added that Messi will continue to be game-to-game.

Monterrey’s Jorge Rodríguez broke a 1-1 tie in the 89th minute Wednesday when he sent a shot into the top right corner past goalkeeper Drake Callender after a sloppy pass by Miami’s Diego Gómez, spoiling a strong first half from Inter Miami in its toughest match of the season.

Tomas Avilés tapped in Miami’s only goal off a corner kick by Julian Gressel in the 19th minute. It was the 19-year-old Avilés’ first goal of the season and came during a stout first-half defensive effort that held Monterrey at bay.

But Inter Miami came unraveled after David Ruíz received a second yellow card and was sent off for unnecessary contact in the 65th minute. Miami played the final 25 minutes of the match down a man.

Monterrey quickly took advantage, tying the score less than five minutes later on a goal from Maximiliano Meza, who shot past Callender on a second attempt after a corner kick by Sergio Canales.

“The first thing is that we didn’t have enough legs to do the last 20 minutes,” Martino said. “And playing against a team like Monterrey, you have to be in very good physical shape. … It seemed that we were going to have moments in the game in which we would be dominated, we didn’t suffer it as much as I thought, but when you have to do the last 20 minutes with one player short, that became a problem.”

Callender had seven saves, while Monterrey’s Esteban Andrada had one.

Miami’s Robert Taylor left with an injury after going down and grabbing his leg in pain in the 36th minute.

AP MLS: https://apnews.com/hub/major-league-soccer

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7 Steps for Writing an Essay Plan (2024)
To sum up, here are the 7 steps to essay planning one more time: The 7-Step Guide for How to Write an Essay Plan. Figure out your Essay Topic (5 minutes) Gather your Sources and take Quick Notes (20 minutes) Brainstorm using a Mind-Map (10 minutes) Arrange your Topics (2 minutes) Write your topic Sentences (5 minutes)
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Download Article. 1. Take 15 minutes to write the essay. Now that you have your thesis statement and your outline, focus on composing content for each part of the essay. [7] Try to spend two to three minutes on each body paragraph. Then, take three minutes on your conclusion paragraph and go back to your introduction.
How to plan an essay: Essay Planning
Essay planning is an important step in academic essay writing. Proper planning helps you write your essay faster, and focus more on the exact question. As you draft and write your essay, record any changes on the plan as well as in the essay itself, so they develop side by side. One way to start planning an essay is with a 'box plan'.
How I Do Essay Plans (A Real-Life Example!)
Step 3: Start essay plan. Next, I'd start tackling the plan itself. Although it seems like the above steps would take a while, my real-life planning process only takes about 5 minutes. You certainly don't have to write everything down and you certainly don't have to make it make sense to anyone but yourself.
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Why is Essay Planning Important? What are the Benefits of Essay Planning? How to Plan an Essay in 5 Minutes: Step-by-Step Guide. Step 1: Understand the essay question; Step 2: Brainstorm ideas and create an outline; Step 3: Write a clear thesis statement; Step 4: Organize your ideas into paragraphs; Step 5: Review and revise your plan; Amazing ...
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Write the essay question out in full. Spend some time, at least half an hour, brainstorming the subject area. Write down your thoughts on the question subject, its scope and various aspects. List words or phrases that you think need to be included. Note the main points you should include to answer the question.
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Come up with a thesis. Create an essay outline. Write the introduction. Write the main body, organized into paragraphs. Write the conclusion. Evaluate the overall organization. Revise the content of each paragraph. Proofread your essay or use a Grammar Checker for language errors. Use a plagiarism checker.
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Essay planning step 2: Brainstorming or freewriting. Once you know how many ideas you need, the next step is writing down what you know (and what you still have to find out). There are many ways that this can be achieved. You can either create a mind map, or just write out all your ideas on a piece of paper.
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Introduction - A paragraph or two that sets out your main argument. Main Body - This is the main chunk of your essay. To plan this, break down your argument into paragraphs or sections, sticking to one main idea per paragraph. Once you've done this, note down how each point supports your argument, plus any quotes or examples you will use.
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First of all, you need to relax. Take a deep breath, and don't get stressed out because you're feeling rushed. You need to feel in control of the time you have to avoid test anxiety. It's important to focus on the task at hand and not allow your mind to wander or worry. Now that you're relaxed, get to work.
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Whether you've got to write a timed essay or you've left it to the last minute, follow these seven steps to write a quality essay fast. Dictionary Thesaurus Sentences ... Probably not, but keeping a basic plan in mind keeps you moving and prevents you from, say, spending 30 minutes on one paragraph. ...
5 Simple Steps for Planning Exam Essays
Step 1) Instead of beginning at the top of the grid, with the introduction, you want to start with the inner sections. So here, with your three (or however many) paragraphs. Based on the question you're faced with, start by noting any facts for your first paragraph. These are facts that will justify the argument you'll be making in your ...
How to plan an essay in 5 minutes
S A Topic S entence. This tells the reader what the paragraph is going to be about. You only need to write down the jist of the topic sentence for each paragraph in your essay plan. E A full E xplanation of the point you're making in this paragraph. This should make up the bulk of your paragraph. In your essay plan jot down what you're ...
Exam essay techniques: planning under time pressure
Your exam essay plan is a key first step is to give your essay a clear structure and arrange your main points into a logical order, but it is important not to spend more than 10 minutes on it as it ultimately isn't gaining you any marks. Working out the balance between planning time and the time you leave yourself for writing is a skill that ...
How Do I Write a 5 Minute Essay?
Let's look at the best ways to write a five-minute essay! 1. Pick a topic and brainstorm ideas. The first tip is to choose your topic and brainstorming a list of ideas. This could include potential topics that interest you or areas of focus that align with your coursework. Once you have a list of potential topics, narrow down your options and ...
How to Plan an IELTS Essay
How Does a Plan Save You Time? You have 40 minutes to write a Task 2 essay. Even if you took 10 minutes to plan and 5 minutes to check your work at the end, you still have 25 minutes to write your essay. The average 250-word essay is about 12 sentences long, so you have over 2 minutes to write one sentence. I think everyone is capable of doing ...
Ultimate Guide to Writing Your College Essay
Sample College Essay 2 with Feedback. This content is licensed by Khan Academy and is available for free at www.khanacademy.org. College essays are an important part of your college application and give you the chance to show colleges and universities your personality. This guide will give you tips on how to write an effective college essay.
how to plan an essay in 5 minutes
In this guide, we walk you through what to include in the introduction, body, and conclusion of an academic essay, using paragraphs from our interactive essay example.... 2 A short guide to essay planning and structure The importance of planning and structuring The purpose of an essay is to present a logical, reasoned argument in response to a ...
Last-Minute College Essay Tips: Get It Done on Time
Doing an essay last minute is enough to give you the chills. Regardless of how much you plan to start early, you constantly find yourself racing against time. However, doing an essay last minute does not mean you compromise on the quality. Here are 14 smart ways to write your last-minute essay and still do a good job. #1. Stop panicking
How to Write an Argumentative Essay in 90 Minutes
To break it down, here is how you can write an entire argumentative essay in 90 minutes: Planning (10 minutes) Introduction (10 min) Body (55 min → 5 points, 11 minutes per point) Conclusion (10 min) Proofreading (5 min) Even if you're not writing essays for assignments, the logical reasoning, and critical thinking that argumentative essays ...
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4. Outline the essay. Make sure you write down what each paragraph will be about (the topic sentence) and what the essay as whole will be about (the thesis statement). Make a plan for your essay. You should include an even amount of time per paragraph as well as 10 minutes at the end for copy editing and proofreading. (5 - 10 minutes) 5.
How Do You Plan An Essay In 5 Minutes?
How to Complete a One-Page Essay in One Hour. Step 1 - Avoid Distractions. Okay, so you've already procrastinated enough. Step 2 - Set the Right Atmosphere. Step 3 - Make Sure You Understand the Topic. Step 4 - Develop a Thesis Statement. Step 5 - Create an Outline. Step 6 - Write Your Paragraphs. Step 7 - Edit and Proofread.
IELTS Essay
Fortunately, there is a quick and easy way to analyse and understand Task 2 IELTS essay questions. You just need to identify 3 different types of words: # 1 Topic words. # 2 Other keywords. # 3 Instruction words. Here is a typical IELTS essay question with the different types of words highlighted.
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7 Steps for Writing an Essay Plan

how to write an essay plan

2. Gather your Sources and take Quick Notes. Here’s how.

3. Brainstorm using a Mind-Map. Here’s how.

4. Arrange your Topics. Here’s how.

5. Write your topic Sentences in just 5 minutes. Here’s how.

6. Write a No-Pressure Essay Draft in just 3 Hours. Here’s how.

7. Edit your Draft Once every Few Days until Submission. Check out this simple approach:

Before you go – Here’s the Actionable Essay Plan Tips Summed up for you

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How to Write an Essay in Under 30 Minutes

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Planning the Essay

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Editing the Essay

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How to plan an essay: Essay Planning

How to plan an essay

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Why plans are essential for any good essay

Step 1: Highlight key words

Step 2: Define key words

Step 3: Start essay plan

Step 4: Important things to include in each paragraph

Strategy: Colour-coded plans

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Reasons why using big words can worsen your essay:

KEY TIP: Do not use big words, do not use small words, use the RIGHT words.

Contention and Topic Sentences

Social, cultural and historical values embodied in text

Linguistic structures and features

How text is open to different interpretations

Skilful weaving in of appropriate quotes

Strong turn of phrase

Consider the topic

Breaking Down the Prompt: THINK

Step 1: Analyse

Step 2: Brainstorm

Step 3: Create a Plan

Theme vs. Motif vs. Symbol

What Is a Theme?

What Is a Motif?

What Is a Symbol?

Examples of Themes, Motifs and Symbols

Identifying and Using Themes

Identifying and Using Motifs & Symbols

1. Introduction (Plot Summary)

2. Characters and Development

4. Narrative Conventions/Literary Devices

Simile/Imagery:

Pathetic Fallacy:

Personification:

Foreshadowing:

5. Sample Paragraphs

Introduction

Body Paragraph

6. Additional Essay Prompts and Analysis Questions to Consider

What Is ‘Creating Texts’?

Framework of Ideas

Mentor Texts

Oh No! Does This Mean I Have To Write a Narrative?

What Your SAC Will Look Like

What the Exam Will Look Like

Three Tips to Help You Ace Creating Texts

1) Play to Your Strengths

2) Choose Formats That Will Help You Show a Deep Understanding of Your Framework

3) Be Flexible