oral presentation topics australia

The Comprehensive Guide to Acing Your VCE English Oral Presentation

Are you just getting started on your VCE English oral presentation, or find it daunting to speak in front of an audience?

If so, we can assure you that being as prepared as possible will allow you to make a great presentation and also calm your nerves! 

To help you do this, we have provided a step-by-step approach to acing your VCE English Oral Presentation. Plus, we’ve got a downloadable annotated example just for you! 

Let’s get right into it! 

What is the VCE English Oral Presentation?  What are you required to do?  How to Approach the VCE English Oral Presentation Preparing for Your Presentation Presenting Your Speech 

What is the VCE English Oral Presentation?

The VCE English oral presentation is the assessment task which tests your knowledge and skills for Outcome 2 of Unit 4 in the Study Design .

Learn more about VCE SACs and VCE English SACs + the Framework of Ideas !

The focus is on your ability to construct a sustained and reasoned point of view on an issue currently debated in the media.

Note: An Oral Presentation may be required in Unit 2 to which the following tips also apply. 

The topic of your speech can be chosen by you, however, it must be a contemporary issue that has been debated in the media at any interval between September 1st of the previous year until the current time of assessment. 

To make sure that you are aware of the several issues appearing in the media within the designated time period, it’s important to read newspapers and take note of the issues which may serve as potential topics for your speech!

Tip: Newspapers such as The Age and The Herald Sun are great points to start!

What are you required to do? 

You will be allocated 5-8 minutes to present your stance on your chosen topic, and convince the audience of your views — you should consider multiple perspectives to the issue as well as the engagement of the audience. 

Some schools may allow you to include a multimodal presentation that supports the context of your issue and audience, to accompany your speech.

Note: The specific requirements for your assessment may vary based on your school.

Key knowledge you will be assessed on:  

• An understanding of arguments presented in texts
• The ways authors construct arguments to position audiences, using sound reasoning and use of evidence, and persuasive use of spoken language
• The conventions of discussion and debate
• The structures and conventions appropriate for spoken texts that present an argument
• The conventions for the acknowledgment of sources in spoken texts
• The conventions of spelling, punctuation and syntax of Standard Australian English

Learn more about acing your end of year VCE English exams !

Access our VCE English Oral Presentation Example !

How to approach the vce english oral presentation, #1: choosing your topic .

The first step to acing your oral presentation is choosing the right topic — remember it must be a contemporary issue that has appeared in the media within the past year. 

When deciding on your topic it is important to consider the larger social issues that it may fall under, such as societal inequality, poverty, quality of life, climate change, religious discrimination . However, remember that your chosen topic should be more specific as you won’t be able to discuss all the key points of these broader issues. 

Examples of Topics: 

• Compulsory Vaccinations 
• Indigenous Australian “Close the Gap” Campaign 
• Reintroducing Medevac 
• Australia’s Refugee Policy 
• The Repercussions of Working from Home 

Once you have chosen your topic you need to decide on your contention , which is your view on the topic.

To produce a high-level oral presentation it is important to be passionate about your topic, as this transcends into your presentation. When you have a particular view on something everything from tone to your delivery becomes more convincing for the audience!

When writing out your contention, remember again to be specific.

For example, rather than choosing the issue ‘Discrimination on the basis of religion has no place in our society,’ you could narrow it down to, ‘ The implementation of the Religious Discrimination bill in Australia, whilst being perceived to uphold equality, in reality has the potential to do more harm than good.’

In this way you are speaking specifically of the implementation of the bill , and not on all acts that may concern religious discrimination as a broader issue. 

#2: Planning Before You Write 

Before you begin writing your speech, it is important to consider a variety of aspects about your chosen topic. 

These are as follows: 

Identify a Persona Adopting a persona that is relevant to the topic can enhance your speech, as your point of view is supported by your specific role in society.  For example, you could adopt the persona of a high-school teacher, in order to convince the audience of how the shift to online learning has significantly reduced the active involvement of students towards their education. 

Identify Where You are Making the Speech Paying attention to the setting of your speech is important, as this helps the audience engage with your speech and create a picture for themselves.  If you are speaking on the issue of climate change you could set your location as the Global Environment Summit. 

Identify Your Target Audience Targeting your speech towards a specific audience complements the earlier techniques and helps make your presentation have a greater impact on the audience. It allows you to give the audience a specific role or character to play whilst listening to your speech. For example, on the topic of cancel culture you could address young leaders, members of the communication commission and victims of cancel culture. 

What is the purpose of your speech? What do you want the audience to think? In order to perfect your oral presentation you have to think of it as more than just an assessment. What is the lasting message you want the audience to have after listening to your speech?  On the topic of cancel culture, you may want to convince the young generation that cancel culture is not a proactive approach to implementing social change, and they should instead engage in more reasoned discussion to evaluate all aspects of the conversation. 

#3: Research and Finding Your Evidence 

Remember, a good speech has sufficient evidence to back up arguments! Once you have finalised your contention, research a variety of articles on your topic and collate evidence that supports your arguments as well as that which refutes it.

It is always important to consider the other side of your argument in order to best present your point whilst rationally rebutting others. 

Types of Evidence include:

• Quotes from authority 
• Statistics and Figures
• Personal anecdotes 
• Expert Opinion 

#4: Writing Your Speech 

Step 1: Incorporate a Hook

The first part of writing your speech is to include a ‘HOOK start’ to draw your audience’s attention immediately. This may take any form of your liking including a quote or a rhetorical question.

For example, “When did Justice come to mean that we support punishment without a chance at redemption?” 

Step 2: Address Your Audience Directly

Ensure that you show immediate awareness of your audience by addressing them directly. This can be done by referring to them as ladies and gentlemen, members of the community or parents and guardians.

You should choose a form of addressing your audience based on the target audience you had set earlier. 

Step 3: Make Your Arguments

Remember to have a minimum of 3 clear arguments that support your contention, with a rebuttal in at least 2 of these arguments.

By including a rebuttal section within your arguments you increase the persuasive impact of it. As you refute the opposing ideas, it positions the audience to agree with your stance on the issue. 

Step 4: Use Personal Tone and Rhetorical Questions

Adopting a personal tone by using pronouns such as “we” and “our” is also helpful in writing your speech as it creates a sense of inclusiveness for the audience as they feel a collective responsibility to join your stance on the issue. 

The use of rhetorical questions can also be equally effective, as it leaves the audience with an obvious answer that supports your arguments. 

Step 5: Back Up Your Points with Evidence

In addition to these other techniques you may wish to highlight significant pieces of evidence to make a large impact, as well as repeat your key ideas so the audience is constantly reminded of your stance. 

Want to learn more about writing strong analysis? Check out our complete guide on writing VCE Argument Analysis for English !

Step 6: End Your Speech Strong!

The last step is to make a strong conclusion, with a lasting message. This could be a surprising statistic or a memorable quote.

For example, “Cancel Culture is: you’re all good, or you’re all bad and human nature is much more complicated than that.” 

Think you might need some help acing this assessment? Build up your confidence with our English Melbourne tutoring team !

Preparing for Your VCE Oral Presentation 

The most important aspect of an oral presentation is practice . Without practice it doesn’t matter how well you have pieced together your research to form a well written speech if your delivery is lacking. 

It’s common practice to leave it to the last minute to start memorising your speech. However, in reality you should spend as long as possible memorising it!

It is important to note however that when we speak of practice, it is not enough to know what comes after what in your speech — rather it is about developing a persuasive tone of voice, which is usually lost when you simply read it off a piece of paper. 

Also remember TIMING is KEY — you only get a few minutes to present your speech, so you don’t want too much information to the point where you’re speaking so fast and no one can understand what you’re saying. Equally you shouldn’t speak so slow that you are dragging on one particular point. 

The best way to practise is to time yourself and speak in front of any audience, for example, parents or siblings. 

Did you know that you can change which English subject you take in Year 12, even if you didn’t do it in Year 11? Check out our guide to selecting VCE subjects !

Presenting Your Speech 

Of course the oral presentation, while having a written component, has a main focus on the spoken and delivery components. 

The main things to consider for the presentation of your speech are:

• Tone of Voice 
• Hand movements
• Eye contact
• Voice projection

Tone of Voice

The tone of voice is particularly important as it adds to the persuasiveness of the presentation. If you adopt a sympathetic tone, the audience can connect that to philanthropic and caring attitudes making them more likely to agree with you.

Conversely, when you use a tone of anger, the audience too are likely to be angered and determined to enforce a change. 

Hand Movements and Gestures

Another physical element of presentation is hand movements , using your hands to emphasise significant statistics or evidence can also improve persuasiveness. 

Eye Contact and Voice Projection

Other elements of presentation associated which increase the engagement of the audience include eye contact and voice projection.

When you are looking directly at the eyes of the audience they are more likely to pay attention to what you are saying.

For this reason it is important that if you are using cue cards, you should ensure they fit within your palm and only contain the important points. This ensures that you are not looking down at them the whole time or reading off them.

Likewise, with voice projection, a loud and determined voice will make it easier for the audience to understand the content of your speech and therefore make reasoned judgement. 

Now you’re all set, and you’ll be able to make a great presentation! 

Also preparing for your VCE English exams? Check out our Master List of VCE English past papers !

Need help managing your workload? Read our guide on how to manage multiple VCE SACs at once !

Are you looking for some extra help with preparing for your VCE English oral presentation?

We have an incredible team of VCE tutors and mentors!

We can help you master the VCE English study design and ace your upcoming VCE assessments with personalised lessons conducted one-on-one in your home or online!

It’s no use practicing to a wall! Why not get a tutor in Box Hill to listen and give useful feedback on how your English Oral Presentation is going?

We’ve supported over  8,000 students over the last 11 years , and on average our students score mark improvements of over 20%!

To find out more and get started with an inspirational VCE tutor and mentor,   get in touch today  or give us a ring on  1300 267 888!

Abhisha  Vaheesan  completed her VCE in 2021 and is currently an undergraduate student studying Bachelor of Radiography and Medical Imaging (Honours) at Monash University. As much as she is invested in Biology and putting together the building blocks of life, she is equally immersed in debating the conflicts of modern literature. Aside from this, she loves listening to music, is an avid  writer and K-drama fanatic.

• Topics: ✏️ English , ✍️ Learn

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Oral presentations

Oral academic presentations can have a range of structures and purposes, from seminar or tutorial presentations to conference papers. Being prepared and using effective presentation strategies will help you successfully communicate your ideas and information.

Prepare your presentation

• Structure your presentation
• Audiovisual aids
• Speaking tips

Preparation is essential for a successful presentation.

You need to carefully analyse the assignment instructions and other information about your presentation. It’s important to have a clear understanding of the presentation topic and its purpose. Speak to your lecturer, tutor or supervisor if you need to clarify what’s expected of you.

Consider if the purpose is to be informative, instructional or persuasive.

• In informative presentations, you need to be brief, clear, relevant and use logical sequencing.
• In instructional presentations, your aim is to provide participants with a new skill. You need to cover the topic thoroughly and design activities to develop and apply new skills.
• In persuasive presentations, you need to use detailed examination to convince the audience to accept your proposal or solution to a controversy/problem.

Your audience will affect the content and delivery of your presentation. Think about what your audience already knows about the topic, why they’re there and whether you need to adjust your tone or level of technical and formal language.

Prepare your presentation like you would any other assignment. This might include research, selecting and analysing information, coming up with examples, developing an argument and thinking carefully about the structure .

Make sure your content is relevant and you have a sound understanding of the subject matter.

Putting it together

Once you’ve worked out the content of your presentation, think about what equipment or audiovisual aids you might want to use.

You should also create notes or an outline you can refer to during your presentation. Your notes should be brief, and could be:

• a printed copy of your slideshow
• a list of bullet points
• a ‘tree-diagram’ of the structure of the talk, with a keyword for each point
• a note card for each part of your presentation.

Don’t read out a written script. Written language is harder for your audience to follow, it’s easier to lose your place, and you can’t keep good eye contact with the audience. Try to be more conversational and rely less on notes.

Practise your talk and check the timing. Work out how many minutes you want to spend on each part, and allow time for any necessary pauses. Try practising your presentation with a friend to find out if any parts are unclear, too fast or slow.

Finally, do some preparation to build your confidence and reduce nerves .

This material was developed by the Learning Hub (Academic Language and Learning), which offers workshops, face-to-face consultations and resources to support your learning. Find out more about how they can help you develop your communication, research and study skills .

See the handout on Oral presentations (pdf, 3.2MB) .

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Academic Oral Presentation Skills

This video gives you examples of a good and a bad presentation. To go straight to the presentations, forward to the 0:45 seconds position.

Video funded by Flinders University, Adelaide, Australia. © Julia Miller and Student Learning Centre, Flinders University, Adelaide, Australia.

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Preparing and Delivering Your Oral Presentation

• Preparing your oral presentation

Prepare ‘prompts’ to help you remember what to say

• Using ‘prompt’ notes prevents you from reading your talk. If you know your topic well enough, you can give the talk from these headings and point-form cues.
• To make notes, reduce your draft ‘script’ to point-form. List main headings and supporting details or examples. Use key words and phrases rather than full sentences.
• Try using palm-sized cue cards. Number them so they don’t get out of sequence.

Plan your opening remarks 

Think about how to get (and keep) the group engaged. Plan an opening that will attract interest and direct attention to your topic. Try starting with a controversial statement, a quotation, an anecdote, a question or a ‘show of hands’. 

Some examples:

• Three out of five people in this room will be affected by heart disease.
• Who can guess roughly how many people drive to work each morning?

A little relevant humour can be an effective ice breaker and gain attention. However, avoid telling jokes; you are giving a presentation not a stand-up comedy routine.

Rehearse 

• Rehearse your presentation at home alone, in front a mirror, then to your family or flatmates.
• Practice projecting your voice clearly and varying your pitch and tone. Don’t mumble or speak in a monotone.
• Be aware of body language and posture. Stand up straight. Use appropriate gestures to emphasise your points.
• Rehearse with notes. Practise speaking naturally, glancing at your notes occasionally.
• Rehearse with your visual aids to make sure they work.
• Time yourself to make sure you stay within the allotted time limit.

Prepare handouts

Handouts can provide your audience with an outline of you talk, extra material and references, plus serve as a record of the presentation. The handout should be well-laid out and outline the main points.

Giving the presentation

Starting well .

• Stand in a balanced position, facing the audience, feet apart - this helps you to appear confident. Don’t slouch, shuffle about or lean against the furniture.
• Take a deep breath and wait for the group to focus their attention on you before you start to speak.
• Greet the audience and introduce yourself, even if they already know you.
• Smile! Your audience will react warmly and if you can’t feel relaxed you can at least appear that way.
• Don’t read your presentation word-for-word from a script or from PowerPoint slides - listening to someone read aloud is boring for an audience. Aim to talk instead.
• Written and spoken language are different. Use appropriate language; generally a formal but conversational tone is best (avoid slang or colloquial language).
• Speak clearly and at a moderate pace. Don’t rush; nervous speakers tend to speed up, so try to pace yourself.
• Slow down to emphasise key points.
• Don’t be afraid to pause. Short pauses can add emphasis to important points and give you a chance to collect your thoughts.
• Make eye contact with your audience. Don’t just look at your tutor or stare off into space. A good technique is to divide the room into three sections (left, middle and right) and sweep your eyes across the audience. If you don’t want to look anyone in the eye, look at a point in the middle of their foreheads.
• Keep your body turned toward the audience and your body language open and friendly.

Performance anxiety 

Most people feel nervous about speaking in front of a group and that’s not a bad thing—a bit of adrenalin can help a performance. However, an oral presentation is a performance, so you need to act the part of a confident speaker. To make sure that ‘stage fright’ doesn’t become a problem, here are some strategies to try: 

• Being well-prepared and organised reduces anxiety and makes presenting easier. Make sure you’ve prepared and rehearsed, that your notes are arranged in correct order and any visuals work without any problems.
• Take a few deep breaths. Breathing slowly and evenly will calm you down especially if you’re prone to ‘the shakes’ (in your hands or your voice) when you’re nervous.
• Stand in a balanced position, facing the audience, feet apart. Smile!
• If you feel nervous, tell the tutorial group—they will understand. Remember that the audience consists of your colleagues and friends. They want you to succeed.

 Next: Tutorial discussions and working with visuals

Oral presentations.

• Speaking to an audience
• Tutorials and seminar presentations
• Planning and structure
• Tutorial discussion and visuals
• Using PowerPoint
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Oral presentations

This resource describes what oral presentations are and suggests strategies for effective planning and presentation

What is an oral presentation?

Oral presentations , also known as public speaking or simply presentations, consist of an individual or group verbally addressing an audience on a particular topic. The aim of this is to educate, inform, entertain or present an argument. Oral presentations are seen within workplaces, classrooms and even at social events such as weddings. An oral presentation at university assesses the presenter’s ability to communicate relevant information effectively in an interesting and engaging manner.

Group presentations

In some instances, you may be required to present as part of a group to test your ability to work as a member of a team. Working within a group can sometimes be a challenge or a great success. To understand how to effectively work in a group, take a look at our Group Work resource.

• Divide the topic of your presentation into subtopics, and allocate one to each group member. Doing this will ensure that the workload is evenly shared and that everyone takes part in the assessment.
• Rehearse together as a group. Although it may seem easy for each group member to go off and cover their own section alone, not having regular group meetings or rehearsals will cause your presentation to appear disjointed.
• Ensure the presentation is consistent by using a consistent style for your visual aids. If the visual aids your group uses are not consistent in format, colour and font styles, it will be clear to the marker that you have not been working as a team.
• Use a cloud-based service or platform to create your presentation. Most cloud-based services and platforms have functions that allow you to work on materials remotely from one another. Check out our digital presentation resources to learn more.

Planning and presenting an oral presentation

Planning your oral presentation.

• Review the subject outline . Look for all relevant detail that you will need to understand the requirements of the task, including when it is due, the weight of the assessment, and the length of time you have to present. Review the assessment criteria . What are you are being assessed on?
• Analyse the task . Determine the purpose of the presentation. Do you need to answer a specific question?
• Consider the audience . What are their expectations of your content and delivery?
• Brainstorm . Map out everything you already know about the topic. Write out any ideas you can use to interact with the audience, or engage them, and jot down what questions, explanations and information you want the audience to be provided with.
• Do the research . Find relevant material, take notes, and remember to keep the references you used.
• Organise your ideas . Create a logical presentation so the information flows well.
• Pay attention to the language you are using . Presentations should be delivered in spoken or conversational language rather than written language. Spoken language is much easier for your audience to follow.

Image transcription

• What do I already know?

Audience interaction and engagement

Even if it isn’t a specific requirement, it is good practice to engage the audience and/or to have them interact during your presentation. Examples of ways to ensure audience interaction are:

• Asking questions, testing the audience, providing a quiz.
• Allowing the audience to ask questions.
• Providing handouts – consider a ‘fill in the blank’ document that goes hand-in-hand with a slideshow or the information you are presenting.
• Asking someone to volunteer if there are demonstrations.
• Providing small gift bags with information and some lollies.

Using visual aids

In many oral presentation assessments you will be allowed or required to use visual aids, such as slides, images or props, to add an interesting feature and engage the audience. Keep your visual aids clear and to the point, and ensure that they are easily readable by your audience.

NOTE: Don’t forget to save your visual material on a USB flash drive so that you can easily access it through the class computer (if applicable), and have a back-up if you need to submit it in class or print it out.

Preparing to present

• Speak slowly and clearly.
• Don’t read off your palm cards.
• Maintain eye contact with the audience.
• Maintain good posture so you can be clearly heard.
• Use natural hand gestures.
• Use a natural tone of voice.
• Practice to improve your confidence.
• Practice pronunciation of difficult words by breaking them into syllables.
• Be mindful of your body language.
• Time yourself to make sure you are within the time limits.

It is also important that you use this time to make sure that you are fully prepared. Do you need to collect props? Have you thought about how you will access your visual aids?

• Write your speech in dot points
• Practice reading aloud
• Understand the topic and material, learn the information in your speech, don’t just memorise it, this way your presentation sounds more authentic
• Remember to smile
• Give handouts with more information

On the day of your presentation

On the day of your presentation, you might feel anxious or nervous and that is completely normally. Have confidence in your ability, the presentation you have planned, and the preparation you have done!

Further resources

• Creating digital presentations
• Microsoft PowerPoint
• Cloud computing

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Oral presentations

A presentation is less a form of academic writing and more a form of speech.

The main purpose of giving a presentation at university is to demonstrate how you can communicate your research in an engaging and interesting way. Being able to plan and present a professional presentation is a valuable skill to have in both your academic and professional life.

Most oral presentations at university will occur in seminars so your audience will be your tutors and classmates. No matter who your audience is though, your aim in a presentation is to attract and hold their attention. This often requires a more natural and less formal delivery – and for this reason reading from a script will not produce an engaging presentation!

In addition to watching the three videos on preparing, designing and delivering an oral presentation, make sure that you download  presentation language tips and  my presentation checklist to get you started.

Feeling nervous about giving a presentation? You wouldn't be the first! ‘Study with Jess’ has useful  tips on dealing with anxiety when delivering an oral presentation .

Always analyse the assignment criteria so you are clear on the purpose of your presentation.

In this video, Dr Anneke Veenstra, Senior Lecturer, School of Life and Environmental Sciences, discusses the importance of:

• understanding the task criteria
• considering your audience
• researching your topic
• structuring your presentation.

Include as little as possible on each slide.

Dr Anneke Veenstra on the importance of:

• tailoring your presentation to suit your audience
• designing your slides
• design elements – slide background, text and transitions.

For copyright free images, search the  Deakin University library image resource collection .

Dr Anneke Veenstra discusses the importance of:

• rehearsing your presentation
• body language
• receiving questions from the audience.

You might also like to review this  presentation fundamentals course via LinkedIn Learning – log in with your Deakin email and password to access this resource.

Language tips

Although a spoken presentation is often less formal than a written text, it still needs to be cohesive and well organised. The audience still needs to know, for example, when you are introducing a new topic,where you are drawing on evidence and when you are summarising your main points.

Providing an outline of the presentation in your introduction will help orientate your audience but you can also use signposting phrases throughout your presentation. Signposting phrases include: ‘Firstly’, ‘Secondly’, ‘Finally’, ‘Which brings me to my next point…’, ‘Another example of this is…’.

You also need to be very clear when you are drawing on other sources. If you paraphrase somebody else, you might want to mention their name. For example, ‘In 2005, Bourke came to a different conclusion that...’.

When planning your next presentation, consider the kinds of phrases that you would typically use at each stage of the presentation. Practise using these phrases before you begin rehearsing your presentation (yes, you should always rehearse your presentation!).

Download the  presentation language tips .

You can further develop your presentation skills by watching a variety of other presentations (e.g. lectures, online videos) and taking note of the speaker's:

• language, for example the signpost phrases and other techniques for engaging the audience
• body language and eye contact
• vocal technique and how certain phrases are emphasised or repeated
• structure of the presentation.

Watch these presentations for tips, techniques and for inspiration:

• TEDx Melbourne

Useful links

• Oral presentation language tips
• My presentation checklist

You might also like

• Researching for your assignment
• Reading and note taking
• Relaxation techniques for study

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Year 12 English: tips for oral presentations

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How to pass Year 12 Physical Education

We all know oral presentations are a big deal in year 12. Your mark makes up a significant proportion of your final study score in VCE English. Your Point of View speech is worth 40% of the grade awarded for Unit 4 alone.

Juliet Austin, lecturer at Deakin University’s Faculty of Arts and Education, and Jason Jewell, Year 12 English teacher at McKinnon Secondary College, share their top tips for nailing your oral presentation.

Research and plan

To set yourself up for success, start by conducting thorough research into what makes a great speech. This will help you ensure the script of your speech has plenty of interesting, powerful and persuasive language devices, Jewell says. ‘You should listen to speeches such as  TED Talks  and observe politicians in the media – all of which model effective verbal and non-verbal communication skills aimed at persuading a target audience.’

Austin suggests a great way to cut down on stress is to ensure you’re well prepared ahead of time and have a really clear understanding of the task.

‘You know your dates in advance, so check with your teacher and make sure that you’re really clear about what you have to do and what materials you can use,’ she advises.

When it comes to drafting your speech, it’s important to make sure your presentation has a structure, Austin says. ‘You really have to have your audience in the back of your mind. What’s interesting to them? What grabs their attention?’

Cue cards can be a great tool, but Austin says they can also be a major distraction. ‘Take some time to figure out if you really need every word written out or just dot points. You know how you work best,’ she says.

'‘You really have to have your audience in the back of your mind. What’s interesting to them? What grabs their attention?’' Juliet Austin, Deakin University

Practice makes perfect

Jewell suggests recording yourself delivering the full version of your presentation in order to identify any ways you could improve.

‘You need to practice your speech a great deal before the actual task in class, so that you do not rely on notes or cards too much and can speak directly to all members of the audience using your eyes, facial expressions and gestures, to show them how passionate you are about the contention you have chosen,’ he says.

Remember that it’s common to speed up when you’re nervous.

‘Ensure your stance is confident, including enough pauses between points, stressing words for effect, using visual materials and not speaking too quickly,’ he says.

Austin says you might also need to take into consideration the classroom you will be delivering your presentation in. ‘Have a think… do I need to project myself louder if I’m in a wider room?’

Back yourself up

We’ve all done it. The night before your presentation, you’ve dissected your work with your classmates, leaving you feeling insecure and unsure of your hard work.

‘Don’t stay up all night the night before. You need to be fresh. The worst thing you can do if you’re feeling anxious is stay up all night comparing presentations,’ Austin warns.

‘Try not to also hang around too much before your presentation with other nervous people. There’s no need. Afterwards, don’t feel like you have to engage in a deep post mortem discussion about how everyone went. Once it’s done, it’s done. No need to hash over it.’

And her number one tip? ‘Don’t forget to smile!’

Want more tips?

Here’s what high-achieving Year 12s have to say.

Lecturer, Faculty of Arts and Education, Deakin University

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VCE English Units 3 & 4 Oral Presentation: Issues

• Accessing Media articles
• Oral Presentation Tips
• Referencing
• Graphic organisers

Select your issue from the list of possible topics

1.   Should secondary school students be allowed to use Artificial Intelligence in their assessment tasks?

2.   Should prisoners be allowed access to the internet?

3.   Should pill testing be available to drug users at music festivals?

4.   Should duck and quail hunting be banned in Victoria?

5.   Should Australia introduce a four day work week?

6.   Should radical climate change protests be allowed?

7.   Should Australia become a cashless society?

8.   Should mental health services be free?

9.   Should children under 14 be banned from using social media?

10. Should the government be doing more to tackle domestic violence?

11. Should there be safe injecting rooms in Melbourne and regional cities?

12. Should SUVs and large utes be banned in city centres?

13. Should the Australian government be doing more to combat homelessness?

14. Should the Australian government provide more resources to improve Indigenous health? 

Marian College Resource Centre

• Next: Accessing Media articles >>
• Last Updated: Aug 26, 2024 5:04 PM
• URL: https://mariansw.catholic.libguides.com/vceoralpresentation

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Insight: Engage

How to write a good oral presentation on a point of view.

Oral presentations require preparation and practice to master. This week, Insight writer and English teacher Anja Drummond outlines steps you can take to succeed in your oral presentation SAC.

Oral presentation. Two words that are capable of striking fear into the hearts of even the most confident student. But should they? Though not all of us can ever hope to reach the heady heights of oratory genius achieved by the likes of Barack Obama or Martin Luther King Jr, there are steps we can take to help us to present our point of view strongly.

Step 1: Research

Find out as much as you can about your chosen topic. The key skills for presenting argument in the VCE English Study Design clearly state that you need to ‘conduct research to support the development of arguments on particular issues and acknowledge sources accurately and appropriately where relevant’. You are expected to research your chosen topic so that you have a deep and nuanced understanding of the issues and arguments. Read from multiple sources that present various points of view, and take notes on the arguments used.

Step 2: Plan your overall approach

Great speeches very rarely just happen; they are carefully crafted pieces of writing. Use your knowledge of argument and persuasive language as a basis for the development of your oral presentation. Remember that you are required to provide a written statement of intention to accompany your presentation. This statement of intention must outline the decisions you have made in the planning process, and explain how these demonstrate understanding of argument and persuasive language.

So, before you start writing, take the time to think carefully about the following aspects of your presentation.

Your contention

• Where do you stand on the issue? Why? Express this in a clear and direct sentence. Avoid statements such as ‘Greyhound racing is bad’. This a vague and general opinion, not a contention. A contention on this issue would be something like ‘The cruel and abusive practice of greyhound racing should be banned immediately’.

Your context and audience

• Who are you addressing? By that, I don’t mean your teacher or your classmates. Rather, who is your imagined audience for the speech? This is important to keep in mind, as it will inform the language choices you make. Furthermore, consider in what context you would be addressing your audience. Is your speech designed to be delivered on the steps of parliament at a rally or to a group of students at a graduation dinner? Decide this before you start writing. And don’t be afraid to adopt a persona – this will allow you broader scope in selecting a particular context and audience.

Once you have decided on your contention and on your context and audience, it is time to consider some of the finer details of your presentation.

Your purpose

• What do you want your imagined audience to think, feel or do? Do you wish to inform or educate them? To create alarm? To effect change? Your purpose should be closely related to your contention.
• What feelings are you seeking to communicate and to evoke in the audience? What mood are you trying to generate? Will you be using humour to relax your audience? Will you be hostile? Sympathetic? Will your tone change at any point and, if so, why?

All of the above are important factors to consider, as they will affect your language choices and the persuasive language techniques you employ.

Step 3: Plan your arguments

Now you need to decide on your supporting arguments. For each argument, ask yourself:

• What persuasive language techniques will I use?
• What evidence will I present?

Try to vary your chosen techniques, and remember Aristotle’s principles of rhetoric – logos (appeal to logic and reason), ethos (character of the speaker) and pathos (emotional influence of the speaker). A strong argument will address all three elements in varying degrees.

Step 4: Write the introduction

Good speeches start strongly. You need to grab the audience’s attention and make your point of view clear from the outset. The way you begin should be consistent with your audience and purpose. Strategies that you might consider are listed below.

• Anecdote – this is a great way to highlight a personal connection to the issue or to strike a sympathetic tone.
• Statistics – if your purpose is to shock your audience or to promote change, this is a great way to ‘hit them hard’ right from the outset.
• Inclusive language – if you want to create a shared sense of purpose, make it clear to your audience that they are part of this issue, and that how they feel matters.

Once you have your audience’s attention, introduce yourself (or your persona), clarify the issue, state your contention and signpost your main arguments.

Step 5: Write the body

This is where all your planning from step 3 pays off!

For each body paragraph, ensure that you create strong topic sentences that clearly highlight your main arguments, and then develop each argument using your carefully selected language and evidence.

There are a few things that you should keep in mind as you write:

• Cohesion is king! Keep your line of argument consistent and use connectives throughout.
• Analyse the evidence! Don’t just present a raft of statistics or evidence and expect them to make the argument for you. Analyse their importance in relation to the debate.
• Include some rebuttal! An issue has two sides – you need to rebut some or all arguments from the opposing point of view.

Step 6: Write the conclusion

Aim to finish strongly. Reiterate your contention and then tell the audience what they should think, feel or do. (This should directly relate to the purpose you decided on in the planning stage).

To ensure that you finish on a powerful note, consider using an appeal, a rhetorical question, or a call to action.

Step 7: Proofread and practise

Read your speech to friends or family and get their feedback. Did the line of argument make sense to them? Did you persuade them? Did any parts of your speech lose their attention? Take note of these responses and edit your speech as required.

And finally …

Need extra help preparing for your oral presentation? Insight’s English Year 12 and English Year 11 by Robert Beardwood include chapters on presenting a point of view that outline how to research and prepare; how to plan and write; how to present; and how to write a statement of intention. Sample SAC responses, with sample statements of intention, are also included.   

English Year 12 and English Year 11 are produced by Insight Publications , an Australian educational publisher.

Photo credit: Terd Photo/shutterstock

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English & EAL

Oral Presentation Topics 2019

January 11, 2019

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Don't forget to also check out Our Ultimate Guide to Oral Presentations for everything you need to know for Oral Presentations.

List of topics

1. ‘implementing a sugar tax to curb australian obesity.’.

Premise: Mexico and UK have already implemented the ‘Sugar Tax’ on soft drinks to prevent obesity through the avenue of consumer choices, with this debate being sparked in Canada and Australia as to whether this is a viable solution. The World Health Organization believes this could reduce consumption of sugar by reinvesting the more expensive prices into health initiatives against ‘Childhood Obesity’. The Federal Government is facing this decision in 2019, to introduce these radical changes. Thus, whether or not the sugar tax should be implemented would be the core of your oral.

Basis of the tax

Young stakeholders ‍

Expert opinions, use this for further reading ‍

Mexico comparison, who have done this

British conversation, opposing views on sugar tax ‍

2 . ‘What can Australia do to reduce the dangers of paramedic assault and overtime?’

‍ Premise: Lately in the media, paramedic attacks and unreasonable overtime shifts means that the safety of our ambulance staff is compromised. A series of movements and a necessity for awareness has been sparked in Australia, with one paramedic being assaulted every 50 hours, and 147 assaulted in 2018. Whether or not people choose to support ambulance safety on a political front, social front or preemptive front (see Ambulance Victoria’s ‘Help keep our ambos safe at work’), action has been gaining momentum in contemporary news and campaigns. Is Australia doing enough for paramedic safety? This would be the basis of your oral.

‍ Ambulance Victoria’s campaign

Paramedics’ Union urging Political Parties in 2019

Other factors, overtime shifts

Further reading on specific cases of paramedic violence ‍

3 . ‘How are our politicians dealing with events of Melbourne CBD terrorism ?’

Premise: A series of concentrated terrorist attacks on Melbourne’s Bourke Street and around Melbourne’s CBD has led to preventative measures such as 88 concrete blocks and anti-terror speaker systems. With politicians such as Matthew Guy pushing movements such as suspects facing curfews and counselling and drones around the city being put in place to monitor events like Christmas Day and New Years, this issue is being noted. But is enough being done? How effective are these measures, and are the police and government working closely enough to avoid these situations? This would be the basis of your oral.

Victoria Police’s response to terrorism

Bourke Street incidents

Links to other attacks and opinion article ‍

Political movements from Matthew Guy ‍

Anti-terror measures

4 . ‘Are loot boxes just gaming, or gambling?’

Premise: The question of whether loot boxes being utilised in video games marketed to underage children are in fact exposing them to gambling is currently being debated at a Senate level in Australia and around the world. Whilst opinions are segregated on whether this is harmless or harmful, statistics and experts seem to believe in Europe that the detriment is too high, with 15 gambling regulators pinning game developers and publishers. Similarly, the UK and especially Australia have been making movements to rid the gaming industry of this practice. However, ‘EA Games’ is a big player against this, thriving of their sales in games such as ‘FIFA Coins’ and ‘Star Wars: Battlefront’. Thus, whether it is just gambling or gaming would form this oral.

The Senate Inquiry on loot boxes ‍

Are loot boxes gambling? ‍

Expert Opinions ‍

Age restrictions with gambling v. gaming ‍

Global statistics/reasons against

5 . ‘ Anti-vaccination movements within Australia.’

Premise: The anti- vaccination movement, concentrated in the beachside town of Byron Bay in Australia is claiming more young lives daily, as medical reports are starting to note a greater toll in whooping cough cases and other vaccination related diseases. With campaigns such as the ‘No Jab, No Play’ initiative and other experts stating the way vaccinations are being handled, the situation is not apt in the current necessity for herd immunity amongst young Australians. Whether or not vaccination should be more heavily emphasised would be explored in this oral.

Geographic case study for vaccinations

Implications and health issues

No jab, no play campaign

Case studies

For vaccination

6 . ‘The competition of Uber, Taxis and other ride sharing services.’

Premise: The hyper competitive nature of ride-sharing services and transport on the Australian field means that Uber and taxis have a lot more competition with one another, meaning shared business can affect the others customers in a major way. Hence, the Australian approach of lawsuits and the pickup of other services such as Shebah, Gocatch and Ola, means that drivers are facing harder times finding customers and also maintaining a steady stream of income. Whether or not these competing companies escalate the quality of transport or are too detrimental to driver’s livelihood would be explored in this oral.

The premise ‍

Taxi share zones, official action/recognition ‍

The legal aspects ‍

For the competitive nature

Other platforms that affect this ‍

7. ‘The drought impact on Australian farmers.’ ‍

Premise: Communities within Australia, specifically in Queensland, prepare themselves for overwhelming drought this 2019, with as their profits will most probably drop below $13,000 in this next financial year for farmers. Whilst milk companies and other politicians have attempted to rally with farmers, more attention seemingly may have to be put in place to assure the livelihood of these agricultural practitioners. Hence, even with drought relief practices and campaigns with many stakeholders in the government and as owners of business, it may require more of a push on a formal level in these pivotal years for farmers. The necessary movements and activism for greater support of farmers would be explored in this oral. ‍

The lack of support for drought ‍

What the implications of drought are ‍

Campaigns and movements already in place ‍

Stakeholders and the issues amongst them ‍

The up and coming concerns for drought in 2019 ‍

8. ‘ Microplastics in the Ocean.’ ‍

Premise: The rise in plastic consumption on a global scale and also lack of environmental solutions has led sea turtle’s digestive tracts and parts of the deepest oceans to be littered with seemingly minute particles called ‘microplastics’. However, these particles have detrimental effects and often litter foods, water sources and our ecosystem, usually sinking to the bottom of the ocean, with 99% of the plastic the seas contain building on the bottom. Ultimately, how we deal with these microplastics and whether it is important would be illustrated in this oral.

Marianas Trench plastics ‍

Contamination in foods ‍

Actions against microplastics ‍

The basics of microplastics ‍

Expert opinions 9. ‘ Indigenous ‘Close the Gap’ Campaign’. ‍

Premise: The ‘Close the Gap’ campaign originally focused on integrating the Indigenous people back into modernized society that excluded them wrongly. Objectives were necessary to fulfill educational reforms, social necessities and the favour within employment that needed to be shown in order to “even the playing field”. Over the years, this has been scrutinised and subjected to downfalls, both political and social, with many of these objectives not achieved. Thus, greater attention or movement may have to be incited. Hence, whether enough is being done or more needs to be provoked would inspire this oral. ‍

Scott Morrison on the current ‘Closing the Gap’ measures

Discussion of the origins of this movement

Stakeholders in parliament, Indigenous rights

A review of the campaign and its downfalls

The new closing the gap campaign and its implications

10 . ‘Can we use genetically modified foods in daily life?’

Premise: The discussion of GMOs (genetically modified foods) and their ethical, moral and health implications have segregated both consumers and producers alike. Australia’s viewpoint of the scientific practice in modifying foods has been portrayed in the recent elongation to bans in South Australia until 2025, but has also been challenged with groundbreaking research that could double the crop yield in theory, due to the advances in photosynthetic characteristics and other chemical properties of plants. Thus, whether or not they should be refuted or supported would form the basis of this oral.

The science behind GM foods

Other global players accepting GM crops

Advances and what this means for farmers

Photosynthesis/scientific endeavours in the field of GM crops

The bans in South Australia, and the dangers

11 . ‘The wage gap : Women in STEM.’

Premise: It is rare to find a career where the exact same work will be paid differently based on sexuality, race or gender. It seems in the contemporary age the real issue is that cultural norms raise more women lawyers, doctors and teachers than engineers, physicists and STEM workers. Rather than a direct percentage of the pay gap, it is made apparent that it is rather a systematic average of less over time because of the careers being chosen. Whether or not the wage gap is due to STEM and what we can do to prevent this would be the formation of your oral.

What is the gender pay gap?

Statistics and figures

Australian specific pay gap

Against the gender pay gap

12. ‘Should we take on Finland’s education system ?’

Premise: Standardised testing is often a debate that goes without alternatives that truly work. But the core of Finland’s number 1 education system in the world is that they hire so many good teachers, hence independent learning is monitored and possible. The VCE system and IB curriculum does not streamline because students are so pressured they do not take time to explore and ultimately find what they want to do in tertiary. In Finland, it is less about the competition, and more about individual learning up until university so that they excel in different pathways. What would it take to change Australian systems to model this? This would be a key idea within your oral.

Australian education reform

Study assist packages being released

Universities involved, education opportunities amongst

Finland school system comparison

The National qualifications bureau

13 . ‘Should we change Australia day? ’

Premise: This is a heavily utilised oral topic. The Australia Day debate is a popular one, and this is because it is rich in cultural, social, ethical and political stances within itself. With the date remaining the same in 2019, and with the fireworks of the Perth council still going ahead, more protests and council movement means that these discussions are still very contemporary and readily available online. The bids and failed attempts to change the day to a Reconciliation Week celebration, or any date but ‘Invasion Day’ all form evidence to back up either side. Hence, the question of whether or not the date should be moved would be the primary focus of this oral.

‘For’ changing Australia Day in its entirety The council players in changing the date Bids/failed attempts to change the date The council’s on movements and government reflection on history

14 . ‘Is the National Broadband Network , working?’

Premise: The National Broadband Network policy meant that the telecommunications sector was supposed to gain momentum and strengthen itself, however, downfalls of the technicians and rollout of the service have meant public scrutiny and Government blame being laid. Telstra’s work on this with ping and download speeds being effective, but upload speeds suffering means that Australian consumers are not completely satisfied with the service, putting into question the ultimate effectiveness of NBN as an invested infrastructure. The success of NBN would form the base of this oral.

New rollouts geographically

New government policies

The effectiveness of NBN

Does it work as promised?

Downfalls of NBN

15. ‘ Teaching standards for undergraduates in Australia.'

Premise: The teaching standards of Australia have been heavily scrutinised after certain lower ATAR scores were primarily accepted into the fields. Thus, the question of whether the right teachers are being accepted and their skills are being honed is put into the spotlight, as a lower bar for the academic necessity of the career sparks debate on whether the standards for Australian education has fallen. However, with 2 teachers in the Global Top 50 for the education sector means there is still hope, and with lots of regional areas geographically, it can be difficult- So whether or not Australia is doing enough would form this oral.

ATARs and their own role in teachers

The skills necessary for teachers

A lower bar for academics means a lower bar for teachers

The consequences for teachers in regional areas

Australian teacher’s success stories

16. ‘Is the cost of living rising too high in Australia?’

Premise: The cost of living within Australia is inevitably rising, with a spike of homelessness within Sydney and the common retiree locations being in Asian countries forming the basis of whether or not we should start working on this sector of Australia’s wealth. However, some sources argue that our economy is steady and positive, with the perspective gained on this challenging what 2019 seems to hold for the cost of living. It is a contemporary topic as the next generation will have to face these challenges, proving an interesting oral if you focus on the stakeholders in each category (teenagers, workers, government and retirees).

The rising homelessness rates

Key area in the study of rising prices

The perspective of the greater economy in comparison to the cost of living

The meaning for retirees and where they have to go

The changes in 2019 to the cost of living

17 . ‘Are we doing enough to aid beekeepers in Australia?’

Premise: The ‘Save the Bees’ campaign begun as we started to realise the necessity and imminent danger we would face if bees were in harm's way. Recently, South Australia faced some strange occurrences with mysterious bee deaths, and younger stakeholders attempting to grasp Australia’s bee population. National Geographic focused on real steps and actions that could be taken within Australia, with measures that could potentially be put in place in order to protect these bees. Hence, this could be a unique oral if presented with the statistics and urgency of this issue.

Young stakeholders trying to save the bees

The implication of bees dying

Bees dying in South Australia

The plan to save Australia’s bees

Other measures in place that may affect bees

18. ‘The impact of the strawberry needle scare. ’

Premise: The Strawberry Needle Scare was a 2018 issue, with 2019 implications in the dangers of food tampering, and a case of needles in grapes at a Melbourne store. Moreover, the implications for farmers and the agricultural community meant that many workers were affected by this, as consumers initially feared the worst, affecting Australian livelihood at its core. Thus, in order to do a contemporary oral on this, you would focus primarily on the impact on the farmers, what future fears could arise, (eg. the grape needle scare), and what consumers need to be aware of in future contamination.

The grape scare, new to 2019

The Western Australian side of the strawberry scare

Food tampering in history, where this fits

The effects on farmer that the needle scare has

The movement for farmers from consumers to just ‘cut them up’

19. ‘The epidemic of anxiety. ’

Premise: In a digital, gratification-desiring age, anxiety and depression are symptoms of the high pressure scenarios within daily life. Recently, new studies proving the dire nature within Australia’s mental health provoked more attention by experts and the population into methods and the ‘epidemic’ we face, as we continue to head down a dark spiral. With case studies, statistics and the current situation within pressurised work situations, this could form a strong oral.

The need for instant gratification

The effects of employment on mental health

Australian statistics on worry and anxiety

The Kids helpline and a case study

More statistics/stakeholders in the debate

20 . ‘Is the zero road toll possible?’

Premise: The concept of the ‘Towards Zero’ campaign is that we would have no deaths on the roads in short. This takes drink driving measures, the hazardous first months of a probationary driver and the zones in which these accidents are most highly occurring into consideration, as the government, younger drivers, and adult drink drivers are all concerned. There are already worrying trends going into 2019 however, as this forms the basis of some concerning patterns, and could be explored either way in an oral of whether or not the ‘zero road toll’ is truly possible.

The action plan, released by TAC branch

The implications of striving for the road 0 toll

What is already in place, is there grounds to this?

Trends and why it may not be possible

The official campaign

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Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps. Click below to get your own copy today!

Access a FREE sample of our How To Write A Killer Oral Presentation study guide

Written by Lisa Tran, who achieved FULL marks in her Oral Presentation:

• How to choose, plan and write your oral presentation and written explanation
• A simple, persuasive speech structure that will blow your audience away
• All essays FULLY annotated so you know exactly what you need to do and what not to do

Since September 2014, the current affairs has been raging with numerous controversial topics – perfect for your oral presentation! Here are some of the more interesting issues that would be a good starting point for your oral. Remember to offer an interesting and unique argument, even if it may mean adopting the unconventional or unpopular point of view on the issue!

• Should medicinal cannabis be legalised in Australia?
• Should US anti-vaccination campaigner Sherri Tenpenny be allowed to give talks in Australia?
• Should children be vaccinated?
• Should ‘pick-up artist’ Julien Blanc have been banned from visiting Australia?
• Is social media negatively impacting on student studies?
• Should women be allowed to breastfeed in public?
• Should we have more stringent surrogacy laws?
• Should music be free?
• Freezing women’s eggs
• Sexualisation of women in the media
• The media’s portrayal of ‘terrorism’
• Islamophobia
• Freedom of speech (Charlie Hebdo)
• Doctor co-payments
• Gender equality
• University deregulation
• Creativity in schools
• Should children be allowed to roam unsupervised by their parents?
• Should VCE English be compulsory?
• See  Oral Presentation Issues in 2014  for other ongoing issues

Since September 2015, the current affairs has been raging with numerous controversial topics - perfect for your oral presentation! Here are some of the more interesting issues that would be a good starting point for your oral. Remember to offer an interesting and unique argument, even if it may mean adopting the unconventional or unpopular point of view on the issue!

Oral presentation topics 2016

1. Should we have 24 hour public transport on weekends?

2. Gender selective abortion in Australia

3. Should the driving age in Australia be lowered?

4. Cricket star Chris Gayle’s treatment of journalist Mel McLaughlin

5. Should children be vaccinated?

6. Should the voting age in Australia be lowered to 16 years?

7. Should singer Chris Brown be denied entry to Australia?

8. Cultural appropriation in Australia

9. Should an Australian Prime Ministers be removed from office without a general election?

10. Should Australia be a republic?

11. Should the Australian flag be changed?

12. Is Australia Day racist against Indigenous Australians?

13. Adam Goodes booing: Are AFL football crowds racist?

14. Australian of the Year - Rosie Batty: Victim blaming

15. Should UBER be made legal in Australia?

16. Should baby formula be limited in sales?

17. Should greyhound racing be banned in Australia?

18. Is Australia’s border security policy justified?

19. Should Australian Open arenas have sports betting advertising?

20. See more Oral Presentation Topics 2017, click here .

The following is a snippet from my study guide, How To Write A Killer Oral Presentation . It's filled with unique advice that takes you from start to finish in mimicking the techniques used by a perfect-scorer VCE Year 12 student. You may want to start off reading Our Ultimate Guide to Oral Presentations and come back to this blog if you haven't already!

This blog covers the first step within Pillar 2: Writing The ‘This Is-Going-To-Blow-You-Away’ Speech. Once you've chosen an interesting topic and have researched all of its different viewpoints, it's time to formulate your contention. Often, creating a killer contention is about avoiding some common traps that will make your overall presentation boring, bland and just like the rest of your cohorts'.

So, I like to avoid: ‍

Broad, overarching statements

If you think your contention is, ‘abortion in Australia’ then you’re wrong. This is simply not a contention! A contention is an opinion. The example, ‘abortion in Australia’ offers no insight into your opinion on the issue at all. Instead, ‘We need to consider women’s mental health when judging their decision on abortion’ is an opinion. ‍

A contention that is just plain obvious

Let’s say we use the issue of ‘homelessness in Australia’. Arguing ‘homelessness in Australia is a problem’ or ‘we need to fix the homelessness issue in Australia’ just isn’t going to cut it because you’d never argue the opposite, ‘homelessness is great’. There are no differing viewpoints against your contention which means that you have nothing to argue against.

You need to be more specific with your issue - that’s why you looked up all those viewpoints in your research. For example, you could contend, ‘We need to fix the problems in homes in order to fix Australia’s homeless issue.’ This does has varied viewpoints because someone else’s solution could be to give homeless people greater access to help.

TEST: Before you move on to writing structure, ask yourself, can people argue against my contention? If yes, proceed ahead! If no, you’ll need to revise your contention again. Do this over and over until you can confidently answer ‘yes’ to the above question.

Avoid a contention that is generally accepted as true in today’s age ‍

When climate change first came onto the radar, the main debate was whether it was a real or a conspiracy theory. These discussions were in full force over 5+ years ago. These days (with the exception of climate change skeptics of course), discussion on climate change revolves more heavily around the slow pace of policy implementation, intergenerational effects of climate change, and mental health surrounding climate change.

Rather than arguing, ‘Climate change is real?’ (which your teacher has probably listened to a dozen times), you’re better suited to argue ‘Young people, not governments, should lead the fight against climate change’. Not only does this tie into the LSG belief that you should be more specific with your issue, it’ll also mean that your contention is relevant to today.

Now it's your turn. Give it a go! You might need to take a few tries to get your contention right, and that's absolutely OK.

If even after that you’re still unsure about your contention, make it a priority to speak to your teacher about it. Ask them if they could review your proposed contention and offer you any constructive feedback. Heck, even if you are confident with your contention, I’d ask your teacher anyway for any insight you mightn’t have thought of.

Wondering where to go from here? Well, luckily, my eBook, How To Write A Killer Oral Presentation, details my exact step-by-step process so you can get that A+ in your SAC this year.

• Access a step-by-step guide on how to write your Oral Presentation with simple, easy-to-follow advice
• Read and analyse sample A+ Oral Presentations with EVERY speech annotated and broken down on HOW and WHY students achieved A+ so you reach your goal
• Learn how to stand out from other students with advice on your speech delivery

Sounds like something that'd help you? I think so too! Access the full eBook by clicking here !

Welcome to 2014! As many of you will already be in your second or third week of schooling, it’s likely that you’re getting plenty of workload from across your subjects. Some of you may very well be preparing for your oral presentation SAC that’s coming up very soon! If that is the case, I’ve collated a list of some popular topics that have cropped up in the Australian media since September last year. The list is intended to help you brainstorm different issues you may wish to debate in your speech, with the contention left for you to decide once you have researched enough on the topic! Check it out below:

• Treatment of asylum seekers 
• Processing of asylum seekers
• ‘One punch law’
• Street violence
• Should mathematics be compulsory in schools?
• Shark culling in South Australia
• The end of car manufacturing in Australia
• Sex education and homosexuality
• Work-for-the-dole scheme
• Needle vending machines
• East-West tunnel
• Cory Bernadi’s book – The Conservative Revolution (Abortion)
• Should we smack our children?
• The Indigenous employment gap
• Tecoma McDonalds
• Sexism in the media
• Animal cruelty
• Treatment of fare evaders
• Wearing the hijab in schools
• Childcare wages
• Should the government fund private schools?
• See  Oral Presentation Issues in 2013  for other ongoing issues

Here are over 20 Oral Presentation Ideas for you if you're presenting a speech on Australian issues in the media.

• Should gay couples have the same adoption rights as straight couples?
• Should businesses be required to have a sex quota?
• Should political parties be required to run a certain percentage of women candidates?
• Gender workplace diversity
• Treatment of refugees on Manus Island
• Should there be a temporary ban on all immigration into Australia?
• MP citizenship
• Should the government classify Bitcoin as a legal currency?
• Homelessness in Australia
• Obesity in Australia
• Sexual harassment in the TV/movie/hollywood industry
• Should gender identity be added to anti-discrimination laws?
• Should universities provide ‘trigger warnings’ and ‘safe spaces’ for students?
• Should workplaces provide ‘trigger warnings’ and ‘safe spaces’ for staff?
• Informed consent with online data
• Religious freedom
• Same sex marriage freedom
• Adani coalmine
• Political donations
• Penalty rates in Australia
• Wage theft in Australia
• Indigenous recognition in the constitution
• Should we invest in public interest journalism?

See last year's Oral Presentation Ideas here . You might also be interested in Advice for A+ oral presentations here too! Best of luck!

1. What is an Oral Presentation? 2. What are you expected to cover? (Oral Presentation Criteria) 3. Choosing your Topic 4. Choosing your Contention 5. Writing your Speech 6. Presenting your Speech 7. Writing the Written Explanation 8. Resources to help you prepare for your Oral Presentation

What is an Oral Presentation?

For many VCE English students, the oral presentation is the scariest part of the course; it’s often also the first.

Doing a speech can indeed be daunting— you’re marked in real time, you can’t go back and edit mistakes, and the writing part itself is only half the battle. Nonetheless, the Oral SAC can also be one of the more dynamic and engaging tasks you complete in VCE English, and there’s plenty of ways to make it more interesting and also more manageable for yourself.

Keep reading for a comprehensive overview of what you need to know to succeed in your Oral Presentation. We’ve got you covered- from choosing your topic and contention, to writing and presenting your Speech.

We’ll also be suggesting useful resources, Study Guides and YouTube videos that will provide more detailed information and give you more confidence. Let’s get into it!

What are you expected to cover in an Oral Presentation? (Oral Presentation Rubric)

1. Your Oral Presentation SAC has two components. The first is the Oral Presentation itself (“a point of view presented in oral form”), and the second is a Written Explanation, also known as a Statement of Intention.

2. Your selected topic needs to be an issue that has appeared in the media since 1 September of the previous year

3. Your aim for this entire Oral Presentation SAC is to persuade your audience to agree with your contention (whatever that may be) based off the issue you’ve selected.

Here’s the raw version of VCAA’s expectations from you, taken from the VCAA website :

How to choose your Oral Presentation topic

1. select a topic that has appeared in the media since 1 september of the previous year.

This can be time consuming and tricky, especially if you want to choose something a bit more original or fresh.

Firstly, you need an event.  An event in the VCE English context is anything that happens which also generates opinionated media coverage—so, it’s not just an event but it has to be an event that people have published opinions about, and they have to have been published since September 1.

You might wonder why we don’t go to the issue straight away. Here’s a hypothetical to illustrate: if you asked me to name an issue, the best I could probably come up with off the top of my head is climate change. However, if you asked me to name an event, I’d pretty easily recall the Australian bushfires—something much more concrete which a) has generated specific and passionate opinions in the media; and b) can easily be linked to a wider issue such as climate change.

The ABC news archive is also really helpful for finding events since you can pick dates or periods of time and see a good mix of news events from then. Otherwise, Wikipedia has helpful pages of  events that happened in specific years in specific countries, so “2023 in Australia” might well be a starting point. 

When you have your event, you can then look for an issue. This will be a specific debate that comes out of the event, and can usually be framed as a “whether-or-not” question. The bushfires, for example, might generate debate around whether or not the Australian government is doing enough to combat climate change, whether or not Scott Morrison has fulfilled his duties as Prime Minister.

Most importantly, choose an issue from an event that’s interesting and important to you. After all, you’re going to be spending the time researching, writing and presenting!

2. Filter out the boring events/issues

Understand who your audience is.

Once you know who your audience is, ask yourself: Does this event and issue relate to my audience?

This question matters because “your aim of this entire Oral Presentation SAC is to persuade your audience to agree with your contention (whatever that may be) based off the issue you’ve selected.” This means that what you say to your audience and how they respond to your speech matters.

Even if your assessor isn’t counting exactly how many people are still listening to your speech at the end, everyone knows a powerful speech when they’re in the presence of one - it hooks the audience from start to end - and an assessor, consciously or subconsciously, cannot deny that the collective attentiveness of the room has an influence on their marking of your Oral Presentation.

That’s why you should choose a topic that your audience can relate to. Also, avoid topics that have too many unfamiliar words, because as soon as there’s something they don’t understand, it becomes much harder for them to follow your speech.

Now you may be asking yourself; what is the best topic for oral presentation?

Here are some example topics from previous years to give you inspiration:

VCE English Oral Presentation Topics 2014

VCE English Oral Presentation Topics 2015

VCE English Oral Presentation Topics 2016

VCE English Oral Presentation Topics 2017

VCE English Oral Presentation Topics 2018

VCE English Oral Presentation Topics 2019

VCE English Oral Presentation Topics 2020

VCE English Oral Presentation Topics 2021

VCE English Oral Presentation Topics 2022

VCE English Oral Presentation Topics 2023

For more detailed information on choosing a topic, read my blog Choosing a WOW topic for your VCE Oral Presentation ‍

How to choose your oral presentation contention

Once you've chosen an interesting topic and have researched all of its different viewpoints, it's time to formulate your contention.

Often, creating a killer contention is about avoiding some common traps that will make your overall presentation boring, bland and just like the rest of your cohorts'.

So, there are three things I like to AVOID:

1. Broad, Overarching statements

2. A Contention That Is Just Plain Obvious

3. Avoid A Contention That Is Generally Accepted As True In Today’s Age

For more information on writing a contention, read my blog Creating a Killer Contention for your Oral Presentation ‍

How to write your speech 

1. Have a CAPTIVATING introduction sentence; use a short, clear and powerful sentence.

2. RELATE to your audience so that it keeps them interested so they actually WANT to listen.

3. If you are taking on a persona, firstly study and UNDERSTAND your character.

4. Don’t forget your persuasive techniques. I usually use repetition in conjunction with the ‘rule of three’.

5. Remember that you are writing a SPEECH, not an essay. Instil your oral with emotion, varied tone and sentence lengths.

In fact, I've talked about a few of these in a 'Must Dos and Don'ts' video. If you haven't seen it yet, watch below before you read on.

4 Tips on Presenting Your Speech

1. Body Language

Confidence is key. Stand with your feet shoulder width apart and, more importantly don’t move your legs. Especially if you’re nervous, swaying or shuffling will be noticeable and make you appear more nervous—when you practise, pay attention to the lower half of your body and train it to stay still if possible.

That being said, do use your arms for gestures. Those are more natural and will help engage the audience, though don’t overdo it either—usually, holding cue cards in one hand frees up the other but also stops you from going overboard.

2. Eye contact

Cue cards brings up another important consideration- eye contact. Hold cue cards in one hand as high as you can without it feeling uncomfortable. This means you don’t have to take your eyes away from the audience for too long or too noticeably to check your notes.

Eye contact increases your engagement with the audience. It also gives the impression of confidence and that you’ve been practicing and know your speech inside and out!

3. Rehearse, rehearse, rehearse

In a best case scenario, you won’t need to rely on your cue cards as you will have your speech basically memorised! Read your speech aloud and pretend that you’re actually delivering your speech. This means:

- Looking up ahead

- Holding the cue cards in the right spot; and

- Not just reading the words, but speaking as if to an audience

 It’s extremely helpful to also practice your speech to an actual audience! Practice in front of your family and friends. An alternative is to put a sticker next to your camera and record yourself. The sticker will help indicate where you should create eye contact. Look back at the video and give yourself some feedback, you might be surprised at your presentation!

4. Tone variation

Tone variation involves emphasising certain words, using pauses or slowing down for effect, or modifying volume. Incorporating some of these elements- even writing them into your notes by bolding/italicising/underlining will help you break out of monotony and make the speech more engaging.

Be sure to emphasise emotive language and any evidence you might use to illustrate your arguments. Most importantly, don’t speak too quickly!

5 things to keep in mind while writing the written explanation

For oral presentation based written explanations, the VCAA study design requests students write...

"A written statement of intention to accompany the student’s own oral presentation, articulating the intention of decisions made in the planning process, and how these demonstrate understanding of argument and persuasive language."

Using the topic, 'Why we need to stop crying 'cultural appropriation' when cultural exchange is far more important, ‘let’s see how this can be done with FLAPC with some examples below:

2. Language

3. Audience

For more information on writing a Written Explanation and a sample FLAPC compiled and rearranged for flow and fluency, read my blog How to Write a Stellar Written Explanation (Statement of Intention) .

Resources to help you prepare for your Oral Presentation

Doing this study all by yourself can be rather daunting, so we've got your back. We specialise in supporting VCE English by creating helpful videos, study guides and eBooks. Here are some just to get your started:

5 Common Oral Presentation Mistakes

‍ A Three Part Guide to Nailing Your Oral Presentation

Advice for A+ Oral Presentations

How I Got A+ in My Oral Presentation | Live QnA With Lisa Tran

How To 'Overcome' Your Fear of Public Speaking

Oral Presentations | How To Do Speeches

Walkthrough of a Full Scoring VCE Oral Presentation

Our How to Write a Killer Oral Presentation Study Guide has all the information you need to succeed in your Oral Presentations. Sample A+ essays and written explanations are also included!

1.   'The fantasy never got beyond that—I didn't let it—and though the tears rolled down my face, I wasn't sobbing or out of control. I just waited a bit, then turned back to the car, to drive off to wherever it was I was supposed to be.'

Compare how a perceived sense of control shapes characters in both Never Let Me Go and Stasiland .

2. Compare how the texts explore the importance of memory in defining identity.

3. 'To conform is to be safe and to survive.'

Compare how this idea is examined in both texts.

4.   'I'll have Hailsham with me, safely in my head, and that'll be something no one can take away.' (Never Let Me Go)

‍ Compare how these texts explore the consequences of denying history for affected individuals.

5. Compare how Never Let Me Go and Stasiland examine what it means to be human.

6. Compare how both texts explore the influence of being an outsider on one's understanding of society and their place in the world.

7. 'This society, it was built on lies – lie after lie after lie.' ( Stasiland )

Compare what the two texts say about wilful ignorance in society.

8.  'It is impossible to be free when you are unaware of your confines.'

Compare how the two texts explore freedom and confinement.

9 .  'When I got out of prison, I was basically no longer human.' ( Stasiland )

'Poor creatures. What did we do to you?' ( Never Let Me Go ) 

Compare how Never Let Me Go and Stasiland explore how humanity can be irreparably broken.

10.   Compare how these texts examine the sacrifices required for societal progression and change.

11.   Compare what the two texts say about the inevitability of change and being forgotten.

12.   Compare the ways these texts explore the influence of different types of human relationships on the individual.

13.   'Things have been put behind glass, but they are not yet over.' ( Stasiland )

Compare how Never Let Me Go and Stasiland demonstrate differing attitudes towards reality and the past.

14.   Compare what the two texts suggest about the factors which shape an individual's world view.

15.   'We took away your art because we thought it would reveal your souls. Or to put it more finely, we did it to prove you had souls at all.' ( Never Let Me Go )

'...a soul buckled out of shape, forever.' ( Stasiland ) 

Compare how Never Let Me Go and Stasiland explore the concept of souls in relation to one's identity.

All the Light We Cannot See is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

Breaking Down an All the Light We Cannot See Essay Prompt

We've explored themes and symbols and provided a summary of the text over on our All the Light We Cannot See by Anthony Doerr blog post. If you need a quick refresher or you’re new to studying this text, I highly recommend checking it out!

Here, we’ll be breaking down an All the Light We Cannot See essay topic using LSG’s THINK and EXECUTE strategy , a technique to help you write better VCE essays. If you’re unfamiliar with this strategy, you can learn about it in our How To Write A Killer Text Response study guide.

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

Without further ado, let’s get into it!

‍ ‘In All the Light We Cannot See there is a fine line between civilised and uncivilised behaviour.’ Discuss.

Step 1: Analyse

Taking a look at this prompt, the first thing to note is that it is theme-based. Specifically asking about the line that separates civilised and uncivilised behaviour within the novel, this prompt focuses directly on the theme of human behaviours and how you ultimately interpret the fine line (i.e. seamless, difficult, changing, manipulative) between such ideas. Fundamentally, you have to discuss how this theoretical line drawn between the contrasting behaviours is explored within the novel in various ways throughout Doerr’s examination of humanity. 

The question tag of Discuss is the most flexible type of prompt/topic you will receive, providing you with a broad and open-ended route to pretty much discuss any ideas that you believe fit within the prompt’s theme of uncivilised and civilised behaviour. Although this may seem hard to know where to start, this is where Step 2: Brainstorm , comes into play. You can read through LSG’s Question Tags You Need To Know section (in How To Write A Killer Text Response ) to further familiarise yourself with various ways to tackle different prompt tags.

If you’re not sure what it is meant by ‘theme-based prompt,’ take a look at The 5 Types of Essay Prompts. 

Step 2: Brainstorm

A fundamental aspect of writing a solid Text Response essay is being able to use a diverse range of synonyms for the keywords outlined in the prompt. Our keywords are in bold. When you are brainstorming, if any words pop into your head, definitely list them so you can use them later. You may want to have a highlighter handy when unpacking prompts so you can do just this!!

‍ ‘In All the Light We Cannot See there is a fine line between civilised and uncivilised behaviour .’ Discuss.

• How people have grown up determines the civil and uncivilised behaviours shown by individuals of different backgrounds and childhoods - Bastian is symbolised as the eagle that circles the youth camp, which is an uncivilised /unwanted form of hawk-like behaviour . This compares to Fredrick's love of birds as a young boy which makes him a softer character. - Bernd had ‘no friends’ as a child - showing his isolated past - which could be described as the reason he leaves his father and goes off to join the Hilter Youth ‘just like the other boys.’ (find this analysis in the chapter ‘The Death of Walter Bernd’)
• There is a fine line that Doerr draws between the stereotypes of women and their ability to remain civilised despite being suppressed by uncivil livelihoods and experiences. - Jutta is characterised as a strong and independent woman instead of the traditional ‘pretty girl in a propaganda poster’. Society expects most women to stand on that side of human behaviour and representation however she defies this.
• The strength of women to cross/overcome the line of uncivilised behaviour is significant within the sexual abuse and misconduct driven by soldiers. Can remain true to oneself despite the horrific behaviours a woman faces. - The role of women on the homefront (i.e. Fredrick’s Mother) highlights the stark contrast between men fighting and thinking about the ‘men they killed’ and mothers who put on a ‘fake smile to appear brave’ (the line between barbaric behaviours of many soldiers and caring/loving behaviours of those on the homefront) - women and their sacrifices is an important topic here
• It is one’s ability to adapt to change that draws the line between civil and uncivilised behaviours . - Marie Laure’s ability to look past being a ‘blind girl’, and move on from this hardship. She adapts to the ‘changing times’ around her despite others who are suppressed in such an environment (e.g. Etienne and his ‘dread’).
• The game of flying couch is a symbol of escaping the uncivilised world around them (metaphorical line of the human imagination). - Werner is predominantly overwhelmed by the world around him, which reflects his inability to no longer ask questions as he did as a young boy. Instead, he succumbs to the uncivilised world of death and destruction as he is unable to change. 
• Symbolic use of Werner’s ‘soft covered notebook’ in epilogue - symbolises his loss of perspective and wonder of the world,
• Ultimately it is this line that makes the human existence so unique

Step 3: Create a Plan

After having brainstormed all the ideas that came to mind, I’ll be approaching the essay prompt with the following contention. 

In a world where society is grounded by behaviours both civil and uncivil, there is a clear distinction between humanity's response and representation of these behaviours.

Coming up with a clear contention allows you to put together a cohesive and strong essay that answers all aspects of the prompt question. 

Now, onto developing our topic sentences for each paragraph!

P1: Embedded within Doerr’s nonlinear narrative*, the environment in which individuals have grown up consequently influences their behaviours later in life.

*A nonlinear narrative is a storytelling technique Doerr uses to portray events out of chronological order. 

P2: Encompassing the social paradigms that pervade a woman’s existence, the strength and civilisation of females allow them to traverse a line of unjust behaviours that suppress them.

P3: In essence, it is the human response to change that divides individuals from ultimately displaying civil or uncivil acts in the world.

The art of recognising the ephemera of the human existence is painted by Anthony Doerr’s All the Light We Cannot See as a fine line between behaviours of civilisation and extreme brutality (1) . In the inordinate scheme of history, Doerr fosters the dichotomy between those who remain socially aware and others who are marred by desolation as a reflection on one's past. Further subverting the traditional depiction of women in a ‘war story’, the strength of women is established as a key turning point for individuals to escape barbaric behaviours and cross the line to civilisation. Fundamentally, however, it is the overall response to change that crafts human behaviours that Doerr underpins within society (2) .

Annotations ‍ ‍ (1) it is important to include synonym variation in your opening sentence to ensure that it does not look like you have just copied the prompt and placed it on your page. This idea should be carried out throughout your essay - vary your words and try not to repeat anything, this will ensure you are clear and concise!

(2) In order to improve the flow of your writing, the final topic sentence of your introduction can be a concluding statement on why/how the topic is OVERALL expressed within the novel. When you formulate your contention, it is not enough just to state it, you must also provide reasoning as to why you are writing from this point of view or how you came to this conclusion. For example, my final topic sentence here is a concluding sentence about how I believe a fine line between uncivilised and civil behaviour has an influence throughout the entire novel and Doerr’s intention, one’s response to change. As you read on, you’ll also see that this sentence relates to my final paragraph, thus linking together ideas throughout my essay.

Embedded within Doerr’s nonlinear narrative, the environment in which individuals have grown up consequently influences their behaviours later in life. The initial illustration of the ‘smokestacks hume’ and the ‘black and dangerous’ imagery (3) of the war paints a clear picture of the destruction and trauma that individuals have lived amongst, thus why people were ‘desperate to leave’. Empathising with an ‘old woman who cuddles her toddler’ on the streets, Doerr laments how young individuals who end up ‘surg[ing] towards one cause,’ which this toddler may similarly grow up to do in the Hitler Youth, directly reflects the ‘intense malice’ of their childhood. This idea that one’s past affects the future behaviours of a generation is further captured within the chapter ‘The Death of Walter Bernd’ (4) , which outlines how Bernd’s upbringing with ‘no friends’ promotes him to ‘just leave’, in order to experience something new, despite knowing this something new would bring unjust decisions into his life. Becoming ‘just like the other boys’, Doerr suggests that the line between civil and uncivil behaviours is so thin (5) that a mere need to escape one’s past is enough to create feelings of negativity and at worst death. Encapsulating the darkness that prevails over such individuals, the symbolism of Bastian’s ‘sharp eyes’ (6) poetically describes the eagle that circles the youth camp where Doerr seeks to paint a metaphorical cruel depiction of Bastian as a harmful hawk. Underpinning the fine line between human behaviour, Fredrick’s ‘love of birds’ is ‘so beautiful[ly]’ representative of his respectful nature and approach to life while Bastian’s immersion in ‘the self interest of the world’ ultimately explains how his fallacious behaviour towards others is embodied by his environment within the war. Overall, the behaviours displayed by humanity are a reflection of past experiences and how they shape the individual.

Annotations (3) Imagery is a key aspect of All the Light We Cannot See and goes hand in hand with the vast symbolism Doerr uses within his novel. When including imagery, it is great to include a few related quotes; however, you must then ensure you analyse and delve into how this technique (imagery) demonstrates the idea you are writing about. In this case, the imagery of the chimneys and foggy/dirty air illustrates the desolate environment individuals lived in during the war.

(4) This chapter is something not many students analyse or touch on so if you’re looking to add some spice to your writing I would definitely take a look and see what you can extract from some of those more unique and nuanced chapters!

(5) Referencing the ‘fine line’ continually throughout your essay ensures that you are staying on track and not talking about topics away from the prompt. 

(6) Symbolism is very important in All the Light We Cannot See . The use of the quote ‘sharp eyes’, really shows that you have considered not only how Doerr simply explores the behaviour of each character but also the physical interpretations of how individuals may demonstrate a certain persona within the novel. This focus on character description on top of dialogue adds extra layers to your writing. 

Encompassing the social paradigms that pervade a woman’s existence, the strength and civilisation of females allow them to traverse a line of unjust behaviours that suppress them. Instead of characterising Jutta as a ‘pretty girl in a propaganda poster’, whom the soldier will ‘fight and die for’, Doerr proffers the unconventional humanisation of women on the home front to pay tribute to the power of staying true to oneself (7) . Despite facing the barbaric reality of ‘sex crazed torturers’, Doerr illuminates Jutta’s capacity to ‘look them in the eye’ rather than shy away from them as a meditation on her own morals of (8) ‘what is right’. The tragic nature (9) of such abuse is specifically chronicled by Doerr to concatenate (10) the continual brave behaviours Jutta portrays even when succumbing to the line that attempts to draw women away from strength and independence. Further referencing her desire to ‘lock away memories’ of the past in her life after the war, the novel posits the importance of women during a period of inordinate history as a powerful force that remained civil even in times of ‘absolute blackness’. From the perspective of Fredrick’s mother, Doerr seeks to display how her ‘fake smile to appear brave’ outlines how many mothers and women had to remain strong for their children, such as Fredrick with brain damage, even though they were so close to falling into a world of sorrow and isolation. A clear segregation between soldiers who thought about ‘the men they killed’ and women who were made to ‘feel complicit in an unspeakable crime’ (11) they did not commit overall affirms the sacrifices women made during the war and without such sacrifices and strength the thin line between behavioural acts would be broken.

Annotations (7) Here I have included an analysis of Doerr’s message - what he is trying to say or show within his novel. Ultimately an author has a message they seek to share with the world. Providing your own interpretation of certain messages the author may be attempting to send to his readers adds real depth to your writing, showing that you are not only considering the novel itself but the purpose of the author and how this novel came to explore the fundamental ideas of the essay prompt.

(8) This quote directly relates to the keyword: civilised behaviour. Finding quotes that are also specific to your prompt is crucial to producing an essay that flows and has meaning. 

(9) The use of adjectives within the essay paints the picture of whether an act is civil or uncivil which is ultimately what we are attempting to discuss from the prompt. Here the phrase ‘tragic nature’, underpins the essence of unjust behaviours shown by the soldiers.

(10) Concatenate - link/connect ideas together

(11) Comparing aspects within the novel is a great way to show your understanding and how the same theme or idea can be shown in many different ways. 

In essence, it is the human response to change that divides individuals from ultimately displaying civil or uncivil acts in the world. Established by Marie Laure’s characterisation as a ‘blind girl’ who can ‘project anything onto the black screen of her imagination’, Doerr illuminates her ability to adapt to the ‘changing times’ around her. She is seen to be ‘carried away by reveries’ rather than a plethora of voices who ‘forgo all comforts’ and ‘eat and breathe nation’. Through the chapter and make-believe game ‘flying couch’ (12) , Marie’s nature to ‘surrender firearms’ with Etienne in their imagination is a symbolic adoption to escape the world around them, hence the uncivilised society they are learning to live in. Doerr’s congruent imagery of Etienne’s changing voice of ‘dread’ to ‘velvety’ as he becomes intertwined within ‘Marie’s bravery’ underpins the ability for individuals to seamlessly cross the line from a lack of cultured behaviour to a world of hope and prosperity. Contrasting this, however, Werner, an individual who was initially curious about ‘how the world works’, is so ‘overwhelmed by how quickly things are changing around [him]’ that his ‘interest in peace’ is stripped away and no longer exists due to his inability to change with a changing world. Doerr, therefore, laments the transmogrification of his character as a reflection of his uncivil thoughts and ideals as a soldier, ultimately resulting in his loss of ability to ask questions. This idea places emphasis on Volkheimer receiving Werner’s ‘soft covered notebook’ in the epilogue (13) where the translation of the book’s title ‘Fragen’ - to ‘ask’ in English - is symbolic of the moment Werner decided to ‘work, join, confess, die’ he immediately lost the open mind and curiosity he once had. Ultimately, the dichotomy between these two lives and their opposing character transformations resembles the line between remaining calm or acting out of haste when subject to change.

Annotations (12) Analysing not only the game but the whole meaning behind chapters and why Doerr has given them certain names is an interesting avenue to take. Here ‘flying couch’ not only underpins the imagination of Marie Laure but also symbolises freedom and bravery within just the name itself.

(13) The analysis and evidence used from the epilogue is a crucial part of this paragraph and is significant to Doerr’s novel. Unpacking All the Light We Cannot See , there is a lot of evidence and juicy ideas you can draw from the beginning and end of the novel. Here I have almost analysed the meaning of Werner’s ‘soft covered notebook’ to the bone; however, this adds a lot of depth to your writing as I’m sure your ultimate goal is to make your essays as unique as possible?!

As a project of humanism, Doerr seeks to portray a fine segregation in people's behaviours as the microcosm (14) of what makes the human existence so unique. Following the journeys of individuals who even ‘see a century turn’’ the novel displays how one’s past has an immense influence on how their future values, actions and behaviours grow and develop. Further subverting the stereotypical representation of women living in a war, Doerr establishes an acknowledgment of their roles and strength in the face of cruel situations. Ostensibly, it is the human capacity to adapt to change that marks the difference between what is just and unjust in a society that weighs both on a very unstable scale. 

Annotations ‍ ‍ (14)   Microcosm - a community, place or situation regarded as encapsulating in miniature the characteristics of something much larger.

If you find this essay breakdown helpful, then you might want to check out our All the Light We Cannot See Prompts blog post. You can have a go at those essay prompts and feel free to refer back to this essay breakdown whenever you need. Good luck!

Passage 1: Act 1 Scene 3

   [Aside] Two truths are told,

   As happy prologues to the swelling act

   Of the imperial theme.--I thank you, gentlemen.

[Aside] This supernatural soliciting

   Cannot be ill, cannot be good: if ill,

   Why hath it given me earnest of success,

   Commencing in a truth? I am thane of Cawdor:

   If good, why do I yield to that suggestion

   Whose horrid image doth unfix my hair

   And make my seated heart knock at my ribs,

   Against the use of nature? Present fears

   Are less than horrible imaginings:

   My thought, whose murder yet is but fantastical,  

   Shakes so my single state of man that function

   Is smother'd in surmise, and nothing is

   But what is not.

Passage One from Act 1 Scene 3 takes place just after Macbeth has just been announced as Thane of Cawdor proving part of the Witches’ prophecy true “All hail Macbeth…Thane of Cawdor…/that shalt be king hereafter.” This part of the play is the first insight we have on Macbeth’s inner thoughts.  

Macbeth’s firm and thoughtful tone in the opening alliteration “two truths are told ” stresses how serious he takes the Witches’ predictions. Shakespeare presents this passage as a soliloquy in order to convey Macbeth’s true inner thoughts and motives. As this is Macbeth’s first soliloquy, it emphasises the strong possibility of Macbeth heading down a dark journey as he cannot forget the Witches’ predictions “(it) cannot be ill, cannot be good. If ill, / Why hath it given me earnest of success, Commencing in a truth?”

Shakespeare uses the metaphor of theatre for fate . The meta-theatrical reference, ‘as happy prologues to the swelling act’ makes the audience consider the action that will unfold in the following scenes through foreshadowing.

Macbeth feels that committing regicide will be a “supernatural soliciting”. The word “supernatural” demonstrates that Macbeth acknowledges that such an act is “against the use of nature.” It suggests that if Macbeth kills Duncan, he will forever be trapped in the supernatural world for his dishonourable action. The alliteration of “supernatural soliciting” sounds incredibly seductive, and therefore highlights Macbeth’s lust and thirst for the crown.

There is a physiological response to his unnerving thoughts as the ‘horrid image doth unfix my hair’ and ‘my seated heart knock at my ribs’ , emphasising the horror of Macbeth has with himself  at his thoughts.

The personification “my seated heart knock at my ribs” once again depicts the increasing fear that Macbeth experiences as his heart is not “seated” with its connotations of calmness and steadiness but “knock(ing)” which is associated with alarming fear.

As Macbeth struggles with his conscience and fears “my thought, whose murder yet is but fantastical,/ Shakes so my single state of man,”  he is uncertain whether or not he should take the prophecy into his own hands and murder Duncan or, let time decide his fate “time and the hour runs through the roughest day”. The consonance ’s’, Shakes so my single state of man”.. ‍

The alliteration “smothered in surmise” demonstrates how Macbeth’s vivid imagination causes him to struggle with fear and hesitate undergoing the action that is foreseen by him as a “horrid image.” These mental images are of significance throughout the play as it is evident that Macbeth’ conscience results in him “seeing” a dagger and also Banquo’s ghost.

The antithesis “and nothing is,/ But what is not” is deliberately broken up into two lines to demonstrate the ambiguity of Macbeth’s thoughts and the confusion which evidently contributes to his overall fear. Macbeth’s actions become overpowered by his imagination until ‘nothing is but what is not’ or imagination carries more weight than action. The partial alliteration of ‘smother’d in surmise’ and the antithesis of ‘nothing is but what is not’ makes this notion seem again, particularly seductive to the audience. The word ‘smother’d’ , with it’s connotations of oppression, further amplifies the notion and even suggests that Macbeth’s imagination takes the place of his will.

• Symbols and Analysis
• Discussion Questions
• Sample Essay Topics
• Essay Topic Breakdown

Go Went Gone revolves around an unlikely connection between a retired university  professor , Richard, and a group of asylum seekers who come from all over the African continent . While he’s enjoyed a life of stability and privilege as a white male citizen, the lives of these asylum seekers could not be more different: no matter where they are in the world, uncertainty seems to follow. Richard initially sets out to learn their stories, but he is very quickly drawn into their histories of tragedy, as well as their dreams for the future. 

However, the more he tries to help them, the more he realises what he’s up against: a potent mix of stringent legal bureaucracy and the ignorance of his peers . These obstacles are richly interwoven with the novel’s context in post-reunification Germany (more on this under Symbols: Borders ), but bureaucracy and ignorance are everywhere - Australia included . This novel, therefore, bears reflection on our own relationship with the refugees who seek protection and opportunity on our shores - refugees who are virtually imprisoned and cut off from the world .

Richard ultimately realises that these men are simply people , people who have the same complexities and inconsistencies as anyone else. They sometimes betray his trust; at other times, they help him in return despite their socio-economic standing. The end of the novel is thus neither perfect nor whole - while the asylum seekers develop a relationship with Richard and vice versa, neither is able to entirely solve the other’s problems, though both learn how to be there for each other in their own ways. We don’t get many solutions to everything the refugees are facing, but what we end up with is a lesson or two in human empathy. 

The title of Jenny Erpenbeck’s novel Go Went Gone is a line she weaves into a couple of scenes. In one example, a group of asylum seekers in a repurposed nursing home learn to conjugate the verb in German. In another, a retired university professor reflects on this group, about to be relocated to another facility.

The various privileges Richard holds shape his identity in this text. It shapes how he approaches his retirement for example: now that “ he has time ”, he plans to spend it on highbrow pursuits like reading Proust and Dostoyevsky or listening to classical music. On the other hand, the asylum seekers sleep most of the time: “if you don’t sleep through half the morning, [a day] can be very long indeed.” Richard has the freedom to choose to spend his time on hobbies, but the asylum seekers face a daunting and seemingly-impossible array of tasks. After getting to know them more, he realises that while his to-do list includes menial things like “schedule repairman for dishwasher”, the refugees face daunting socio-political problems like needing to “eradicate corruption”. 

Freedom in general is a useful way to think about privilege in this text, and besides freedom to choose how you spend your time, this can also look like the freedom to tell your story. While Richard helps the men with this to some degree, even he has a limited amount of power here (and power can be another useful way of thinking about privilege). Richard realises that “people with the freedom to choose…get to decide which stories to hold on to” - and those are the people who get to decide the future of the refugees, at least from a legal perspective. 

Though Richard can’t necessarily help with these legal issues, he finds himself doing what he can for the refugees over time. He demonstrates a willingness to help them in quite substantial ways sometimes, for example buying a piece of land in Ghana for Karon and his family. In the end, we see him empathising with the refugees enough to offer them housing: though he is not a lawyer, he still finds ways to use his privilege for good and share what he can. He taps into his networks and finds housing for 147 refugees. 

The tricky thing with empathy though is that it’s never one-sided, not in this book and not in real life either. It’s not simply a case of Richard taking pity on the refugees - we might think of this as sympathy rather than empathy - but he develops complex, reciprocal and ‘real’ friendships with all of them. This can challenge him, and us, and our assumptions about what is right. When Richard loses his wallet at the store, Rufu offers to pay for him. He initially insists he “can’t accept”, but when he does Rufu doesn’t let him pay him back in full. Erpenbeck challenges us to empathise without dehumanising, condescending or assuming anything in the process. 

It’s an interesting way to think about social justice in general, particularly if you consider yourself an ‘ally’ of a marginalised group - how can we walk with people rather than speak for them and what they want?

Freedom of movement is sort of a form of privilege, but movement as a theme of its own is substantial enough to need a separate section. There are lots of different forms of movement in the novel, in particular movement between countries . In particular, it’s what brought the refugees to Germany at all, even though they didn’t necessarily have any control over that movement.

Contrast that with Richard’s friends, Jörg and Monika, who holiday in Italy and benefit from “freedom of movement [as] the right to travel”. Through this lens, we can see that this is really more of a luxury that the refugees simply do not have. Refugees experience something closer to forced displacement , rather than free travel, moving from one “temporary place” to the next often outside of their control. In this process, their lack of control often means they lose themselves in the rough-and-tumble of it all: “Becoming foreign. To yourself and others. So that’s what a transition looks like.”

3. Symbols & Analysis

Language and the law.

Many of the barriers faced by the refugees are reflected in their relationships with language; that is, their experiences learning German mirrors and sheds light on their relationship with other elements of German society. For example, there are times when they struggle to concentrate on learning: “It’s difficult to learn a language if you don’t know what it’s for”. This struggle reflects and symbolises the broader problems of uncertainty, unemployment and powerlessness in the men’s lives.

The symbol of language often intersects with the symbol of the “iron law”, so these are discussed together here. It’s hard on the one hand for these men to tell their stories in German, but it’s also hard for the German law to truly grapple with their stories. Indeed, Richard finds that the law doesn’t care if there are wars going on abroad or not: it only cares about “jurisdiction”, and about which country is technically responsible for the refugees. In this sense, the law mirrors and enables the callousness which runs through the halls of power - not to deter you from learning law if you want though! This might just be something to be aware of, and maybe something you’d want to change someday. 

There’s one law mentioned in the novel stating that asylum seekers can simply be accepted “if a country, a government or a mayor so wishes”, but that one word in particular - “ if ” - puts all the power in lawyers and politicians who know the language and the law and how to navigate it all. These symbols thus reflect power and privilege. 

Borders (+ Historical Context)

Throughout the novel, there’s a sense that borders between countries are somewhat arbitrary things. They can “suddenly become visible” and just as easily disappear; sometimes they’re easy to cross, sometimes they’re impossible to cross. Sometimes it’s easy physically, but harder in other ways - once you cross a border, you need housing, food, employment and so forth.

This complex understanding of borders draws on the history of Germany , and in particular of its capital Berlin, after World War II. After the war, Western powers (USA, UK, France) made a deal with the Soviet Union to each run half of Germany and half of Berlin. The Eastern half of Germany, and the Eastern half of Berlin, fell under Soviet control, and as East Germans started flocking to the West in search of better opportunities (sound familiar?), the Soviets built a wall around East Berlin. The Berlin Wall , built in 1961, became a border of its own, dividing a nation and a city and changing the citizenship of half of Germany overnight. Attempts to escape from the East continued for many years until the wall came down in 1989, changing all those citizenships right back, once again virtually overnight.

This history adds dimension to Erpenbeck’s novel. Refugees pass through many countries, but Erpenbeck draws on Germany’s history specifically as a once-divided nation itself. This helps to illustrate that national borders are just another arbitrary technicality that divides people, at the expense of these refugees. 

Bodies of Water

One motif that comes back a few times in the novel is the drowned man in the lake by Richard’s house. This has a few layers of meaning.

Firstly, the man drowns despite the lake being a perfectly “placid” body of water, and for whatever reason, this bothers Richard immensely: “he can’t avoid seeing the lake”. There’s an interesting contrast here to be drawn between this one death in a still body of water and the hundreds of deaths at sea that are recounted in the novel. Rashid’s stories are particularly confronting: “Under the water I saw all the corpses”. Erpenbeck questions the limits of human empathy - whose deaths are we more affected by, and why - through contrasting these different bodies of water, and those who die within them. Richard is more affected than most, who visit the lake all summer leaving “just as happy as they came” - but even he has his limits with how much he can see and understand. 

The next layer of meaning with this symbol then is more around the surface of the water itself: it is significant that in Rashid’s story, the casualties are below the surface. This reflects the common saying, “the tip of the iceberg” - the survivors who make it to Europe are really just the tip of the iceberg , only representing a fraction of the refugee experience. Often, that experience ends in death. Erpenbeck asks us to keep looking beneath the surface in order to empathise in full. 

Music and the Piano

This symbol is specific to Richard’s relationship with Osarobo , to whom he teaches the piano. There’s one scene where this symbolism is particularly powerful, where they watch videos of pianists “us[ing] the black and white keys to tell stories that have nothing at all to do with the keys’ colours.”

It speaks to the power of music to bring people together, and also to the importance of storytelling in any form: Rosa Canales argues the keys’ colours, and the colour of the fingers playing them, “become irrelevant to the stories emanating from beneath them”.

• “What languages can you speak?”
• “The German language is my bridge into this country” 
• “Empty phrases signify politeness in a language which neither of them is at home” 
• “The things you’ve experienced become baggage you can’t get rid of, while others - people with the freedom to choose - get to decide which stories to hold on to”
• “He hears Apollo’s voice saying: They give us money, but what I really want is work. He hears Tristan’s voice saying: Poco lavoro . He hears the voice of Osaboro, the piano player, saying: Yes, I want to work but it is not allowed. The refugees’ protest has created half-time jobs for at least twelve Germans thus far” 
• “Not so long ago, Richard thinks, this story of going abroad to find one's fortune was a German one”
• “Is it a rift between Black and White? Or Poor and Rich?” 
• “Where can a person go when he doesn't know where to go?” 

5. Discussion Questions

Here are some questions to think about before diving into essay-writing. There’s no right or wrong answer to any of these, and most will draw on your own experiences or reflections anyway. You may want to write some answers down, and brainstorm links between your responses and the novel. These reflections could be particularly useful if you’re writing a creative response to the text, but they’re also a really good way to get some personal perspective and apply the themes and lessons of this novel into your own life.

• Where do you ‘sit’ in the world? What privileges do you have or lack? What can you do that others cannot, and what can others do that you cannot?
• Think about the times you’ve travelled around the world - how many of those times were by choice? What might be the impact of moving across the world against your will?
• How do you show empathy to others? How do you receive empathy from others? What is that relationship ‘supposed’ to look like?
• What are some different names for where you live? How can you describe the same place in different languages or words? If you’re in Australia, what was your area called before 1788?
• Have you ever learned or spoken a language other than English? What language do you find easier to write, speak and think with? How might this impact someone’s ability to participate in different parts of life (school, work, friendships etc.)?

6. Sample Essay Topics

• Go Went Gone teaches us that anyone can be empathetic. Discuss. 
• In Go Went Gone , Erpenbeck argues that storytelling can be powerful but only to an extent. Do you agree?
• How does Erpenbeck explore the different ways people see time? 
• It’s possible to sympathise with Richard despite his relative privilege. Do you agree?
• Discuss the symbolic use of borders in Go Went Gone .
• Go Went Gone argues that the law is impartial. To what extent do you agree?
• “The German language is my bridge into this country.” How is language a privilege in Go Went Gone ?
• Who are the protagonists and antagonists of Go Went Gone ?
• Go Went Gone shows that it is impossible to truly understand another person’s experiences. To what extent do you agree?

In what ways do the people Richard meets challenge his assumptions about the world?

• Go Went Gone is less about borders between countries than it is about borders between people. Do you agree?

7. Essay Topic Breakdown

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 .

This prompt alludes to certain assumptions that Richard might make about the world. If it’s hard to think of these off the top of your head, consider where our assumptions about the world come from: maybe from our jobs, our families and friends or our past experiences. Maybe there are some assumptions you’ve had in the past that you’ve since noticed or challenged. 

Then it asks us how the people Richard meets challenges those assumptions. There’s no way to get out of this question without discussing the refugees, so this will inform our brainstorm.

I think some of Richard’s assumptions at the beginning come from his status: being a professor emeritus makes you pretty elite, and he can’t really empathise with the refugees because his experiences of life are so different. Part of the challenge with this prompt might be to break down what life experiences entail, and where those differences lie: particularly because it’s asking us ‘in what ways’. These experiences could be with language, employment, or personal relationships just to name a few ideas. 

Because Richard’s life experiences are so vastly different, I’d contend that his assumptions are challenged in basically every way. However, I also think that his interest in the refugees exists because he knows they can challenge his assumptions. I want to use the motif of water surfaces to tie this argument together, particularly in the topic sentences, and this could look as follows:

Paragraph 1 : Richard realises that he only has a ‘surface-level’ appreciation of the refugees’ life experiences.

• He realises that he knows little about the African continent (“Nigeria has a coast?”) 
• He suffers from a “poverty of experience” which means he hasn’t had to interact with this knowledge before
• His renaming of the refugees (Apollo, Tristan etc.) suggests that he still needs his own frame of reference to understand their experiences
• He learns about the hardships of migration through the tragic stories of those like Rashid

Paragraph 2 : He also realises that he has a ‘surface-level’ understanding of migration in general.

• This comes from the fact that he has never actually moved countries; he’s only been reclassified as an East German, and then again as a German. Neither happened because he wanted them to.
• On the other hand, the refugees want to settle in Europe: they want the right to work and make a living - it’s just that the “iron law” acts as a major barrier. Their powerlessness is different from Richard’s.
• Part of migration is also learning the language, and Richard is initially quite ignorant about this: he observes that the Ethiopian German teacher “for whatever reason speaks excellent German”, not realising this is necessary for any migrant to survive in the new country.
• We can think of this as the difference between migration and diaspora, the specific term for the dispersion of a people.

Paragraph 3 : Richard is more open than most people to looking beneath the surface though, meaning that his assumptions are challenged partly because he is willing for them to be.

• The symbol of the lake works well here to explain this: he is bothered by its still surface, and what lies underneath, while others aren’t
• We can also contrast this to characters like Monika and Jörg who remain quite ignorant the whole time: Richard’s views have departed from this throughout the course of the novel
• Ultimately, the novel is about visibility: Richard’s incorrect assumptions mean that he isn’t seeing reality, and his “research project” is all about making that reality visible. 

‍ Go Went Gone is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

Runaway is usually studied in the Australian curriculum under Area of Study 1 - Creative Response. For a detailed guide on Creative Response, check out our Ultimate Guide to VCE Creative Writing .

The biggest challenge of the creative writing SAC in VCE is figuring out how to balance your own ideas and style with that of the text you’re studying. The assessment requires you to incorporate elements of a text into your writing without copying the original narrative. In this case, Runaway by Alice Munro (2004) is a short story collection that explores themes of marriage, loss, mother/daughter relationships, womanhood and more. To be able to emulate Munro’s writing style within your original piece, it’s important to analyse the most frequent devices she incorporates into her work. By focusing specifically on the three stories ‘Chance’, ‘Soon’ and ‘Silence’, we can understand how Munro writes and how to embed that into a Creative Response. 

If you would like more information on the themes in Runaway , you can refer to this blog post.

Literary Devices

Literary devices can be defined as the techniques that an author uses in writing to convey meaning and their ideas within their work. These devices construct the story and emphasise key themes , which are particularly important to note when studying a text in VCE English. There are many devices that you may already be familiar with - metaphors, similes and repetition are commonly used in a variety of types of writing. For example, repetition of a certain word or phrase within a text highlights that it has significance and is reinforcing a particular idea or theme. By identifying which literary devices an author prefers to include in their novel, you can gain an understanding of their style and have a practical method for emulating it within a Creative Response. Below is a breakdown of some of the techniques woven by Munro throughout ‘Chance’, ‘Soon’ and ‘Silence.’

Embedded Narrative

An embedded narrative is like a story within a story, often with the intention of lending symbolic significance to the narrative. In ‘Chance’, Munro includes many references to Greek mythology, embedding a story within the broader narrative. The myths she has chosen are similar to events in Juliet’s life, creating an intentional comparison. 

For instance, Juliet’s affection for Eric prompts her to visit his home where she meets Christa and Ailo, two women Eric has had a relationship with. Upon meeting them, Juliet is reminded of ‘Briseis and Chryseis’, who were ‘playmates’ of a Greek king. Munro’s use of this embedded narrative within Juliet’s story reveals how Juliet feels jealous of the two women and sees them as incapable of having a serious relationship with Eric. To echo this in a Creative Response, you might want to include either a myth, folktale or historical event that relates to your narrative and the characters within it. 

Time Progression/Regression

Time progression/regression refers to jumping back and forwards in time within a story to give context to certain characters or events. For example, the narrative moves back and forth in ‘Silence’ to slowly reveal the before and after of Juliet and Penelope’s estrangement. This helps to inform the reader of Penelope’s motives for no longer speaking to Juliet, and how Juliet deals with the pain of losing a relationship with her daughter. Any movement through time is typically shown through section breaks in the writing, as it alerts the reader that one scene has ended and a new one has begun. These moments might interrupt the chronological narrative, or you might choose to jump backwards and forwards consistently, although this can make your piece more complicated.

Epistolary Elements

‘Epistolary’ is defined as literary work ‘in the form of letters’. Munro weaves elements of this within Runaway, including letters within several of the stories. The letters help to convey the narrative through one character’s perspective, providing insight into their motivations and perspectives. This is particularly effective when the story is written in the third person, as a letter is usually in the first person, allowing for characters to be understood on a deeper level.

In ‘Soon’, Juliet’s letter to Eric demonstrates their intimacy as a couple. Munro has constructed the letter so that it contains very mundane details about Juliet’s time with Sara, instead of just the exciting or alarming news she might have to share. The personal nature of the letter conveys just how close Eric and Juliet are, and how different her relationship with him is from that with Sara. Epistolary elements can be easily included as a small section of a Creative Response as correspondence between two of your characters.

Finally, Munro often uses italics to emphasise certain words or phrases that are particularly important. Italics can also convey the tone of a character, as they might draw attention to some words spoken in excitement or anger. For example, when Juliet meets Joan at the church in ‘Silence’, Joan’s dialogue often has italics to highlight when she is making passive-aggressive remarks about Juliet’s relationship with Penelope. Munro is demonstrating that Joan has been influenced by Penelope in her opinion of Juliet, as she clearly dislikes her and speaks in a condescending manner towards her. You might decide to implement italics only in dialogue, or to use it in other parts of your response, to highlight an important moment within the plot.

Tips for Emulating Munro’s Style

While emulating the style of an author is an important component of a Creative Response, coming up with your own ideas is equally important! To find an idea that you are invested in, think about the parts of Runaway that really spoke to you and that you would like to explore more; this could be a broad theme or a specific character. It is easier to write about something you are interested in than something you feel obligated to write about. Come up with potential responses that you are excited to write, and then plan accordingly by asking “How can I incorporate parts of Munro’s style into this piece?”

To plan out your piece, start by creating a simple plot structure to guide your writing. If it helps, this can include a 3-act structure consisting of a set-up, conflict, and resolution; or you might prefer to do a simple dot point plan instead. When considering what literary devices you would like to include, pick at least one literary technique, and work on making it fit with your idea. Focus on incorporating that one as best as you can before you move on to another one. You might want to pick a second technique that is more subtle, like italics, and start applying that in your second or third draft.

Updated 14/12/2020

• Introduction
• Definition of Metalanguage
• Examples of Metalanguage in VCE English

1. Introduction

Although it appears on criteria sheets, many students never really understand the term  metalanguage . Strangely, it is something that is rarely addressed in classrooms. While the word may be foreign to you, rest assured that metalanguage is not an entirely new concept you have to learn. How come? Because you have been unknowingly using metalanguage since the very beginning of high school.

It's a word that is more and more frequently thrown around as you get more advanced in high school. And, it's something that becomes tremendously important in your final year of high school, because the more you include metalanguage discussion in your essays, the more intricate your discussion becomes and the more unique it also becomes.

So, let's find out exactly what metalanguage is.

2. Definition of Metalanguage

Metalanguage is  language that describes language .

So, instead of maybe using the word, "He was sad ", we might say something like, "He felt sorrowful " . The choice in words changes the meaning that is interpreted by the reader, just slightly, but there is still a difference. So, when it comes to studying texts or reading articles, and trying to analyze what the author is trying to do, we look at metalanguage as a way to help give us insight into the ideas that they're trying to portray.

The simplest way to explain this is to focus on part 3 of the English exam – Language Analysis. In Language Analysis , we look at the author’s writing and label particular phrases with persuasive techniques such as: symbolism, imagery or personification. Through our description of the way an author writes (via the words ‘symbolism’, ‘imagery’ or ‘personification’), we have effectively used language that describes language.

Now, if we look at the bigger picture, our analysis of an author’s language can be applied to Text Response, and even Reading and Comparing. To learn more about why metalanguage is important in Text Response, check out our Ultimate Guide to VCE Text Response . Otherwise, for those interested in Comparative, head over to our Ultimate Guide to VCE Comparative .

3. Examples of Metalanguage in VCE English

• Grammar and punctuation
• Characterisation
• Foreshadowing

For example

• Achilles is  characterised as a foetus, for his position is ‘chin down, shoulders hunched’ as though he is inside a womb. ( Ransom , David Malouf)
• In the first scene of All About Eve* , Mankiewicz foreshadows Eve's sinful and regretful actions, as a sorrowful expression is emphasized as she accepts her award

As you can see, the word 'foreshadows' pushes us in a new direction. Rather than just saying what has already happened or telling your teacher or examiner something that they already know, it forces you to actually analyze what's in front of you and to offer your own unique interpretation of why this metalanguage or why this technique has been used.

*If you happen to be studying this text, check out our All About Eve Character Profiles .

• Mise-en-scene
• Camera angles

When Terry leaves Friendly’s bar, the thick fog symbolises his clouded moral judgement as he decides whether he should remain ‘D and D’, or become a ‘rat’. ( On the Waterfront , Elia Kazan)

• Stage direction
• The miniature set Zac creates is designed with a white backdrop, symbolising his desire to wipe away reality since he ‘can’t stand real things'. ( Cosi , Louis Nowra)

In Medea , the motif of animals emphasizes the inhuman and bestial nature of Medea, highlighting how she defies natural norms.

This student has actually given us an analysis of why animal motifs are used. And that is to highlight how Medea defies natural norms, because of her inhuman and bestial nature.

4. Conclusion

As indicated earlier, you should be familiar with many, if not all the terms mentioned above. Take note that some metalanguage terms are specific to a writing form , such as camera angle for films. If you need help learning new terms, we have you covered - be sure to check out our metalanguage word banks for books and our metalanguage wordbank for films .

As you discuss themes or characters, you should try and weave metalanguage throughout your body paragraphs . The purpose of this criteria is to demonstrate your ability to understand how the author uses language to communicate his or her meaning. The key is to remember that the author’s words or phrases are always chosen with a particular intention – it is your job to investigate why the author has written a text in a particular way.

[Modified Video Transcription]

Hey guys, welcome back to Lisa's Study Guides. Today, I'm really excited to talk to you about metalanguage. Have you guys ever heard of metalanguage before? It's a word that is more and more frequently thrown around as you get more advanced in high school. And, it's something that becomes tremendously important in your final year of high school, because the more you include metalanguage discussion in your essays, the more intricate your discussion becomes and the more unique it also becomes. So, let's find out exactly what is metalanguage. Simply put, metalanguage just means language that analyses language. When authors write anything, we make certain decisions when it comes to writing. So, instead of maybe using the word, "He was sad", we might say something like, "He felt sorrowful". The choice in words changes the meaning that is interpreted by the reader, just slightly, but there is still a difference. So, when it comes to studying texts or reading articles and trying to analyse what the author is trying to do, we look at metalanguage as a way to help give us insight into the ideas that they're trying to portray.

Metalanguage comes in really handy, especially if you're somebody who struggles with retelling the story - I have a video on how to avoid retelling the story , which you can watch. Metalanguage essentially takes you to the next level. It prevents you from just saying what happened, and forces you into actually looking at how the ideas and themes are developed by the author through the words that they choose to use. So, let's have a look at a couple of examples to give you a better idea. I'm going to show you two examples. One uses metalanguage and one doesn't, and you'll see how a massive difference in how the student understands the text is really clear.

Number one, foreshadowing.

In the first scene of All About Eve , Mankiewicz emphasizes Eve's sorrowful expression as she accepts her award.

In the first scene of All About Eve , Mankiewicz foreshadows Eve's sinful and regretful actions, as a sorrowful expression is emphasized as she accepts her award. As you can see, as soon as we put in the word foreshadows, it pushes us in a new direction. Rather than just saying what has already happened or telling your teacher or examiner something that they already know, it forces you to actually analyse what's in front of you and to offer your own unique interpretation of why this metalanguage or why this technique has been used. So, in this case, it's foreshadowing. ‍ Let's have a look at another one, motif.

In Medea , Euripides commonly refers to animals when describing Medea's actions and temperament.

See how, in the first example, it was really just telling you what we might already know through just reading the book, but when it comes to the second example, this student has actually given us an analysis of why animal motifs are used. And that is to highlight how Medea defies natural norms, because of her inhuman and bestial nature. So, those are some examples of metalanguage. There are so many more different types of metalanguage out there...

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