Introduction: Why have I chosen this subject?
Welcome to the guide everyone, and congratulations on having chosen the best subject in the
entire VCE. Moreso than virtually any other subject, Literature at the VCE level is an exercise in
freedom, with less "constraints" created by the presence of stupid markers and more room for
originality and individuality to shine forth. VCE Literature rewards ideas, rewards people who
can read well and write well, and rewards people who are willing to put in the effort. If this
sounds good to you, then you're in the right place.
The Assessment: What the hell is a Views and Values?
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Adaptations and transformations
Views, values and contexts
Considering alternative viewpoints
Creative responses to texts
Close Analysis
These are five titles (dot points, in this instance) which should be simultaneously horrifying and
yet inspiring to you the whole year. Literature is reasonably unique amongst subjects in general
in that apart from the final SAC, none of the in-year assessments have anything to do with the
exam. This is a bit of a mixed blessing; it means that you will be allowed far more room for
literary exploration in your year, but it also means that you need to have the right mentality, or
the close analysis and the exam are going to bite you up the ass.
In terms of what each of the SACs entail...
Adaptations and transformations: Basically, you will be given a text (which presumably has an
adaptation, eg. a film based on it), and will be asked to consider how it creates meaning (how
the writer uses language, construction, literary tropes, or staging/characterisation/whatever in
theatre). You will then analyse the adaptation (probably in less detail) and go through the same
process. Then you will compare how the meaning changes between the two, as a result of the
two forms differing in their style of "creating meaning".
Views, values and contexts: In this task, you will be asked to write what is pretty much the
equivalent of a straight English text response, except with more of a focus on the ideas of the
writer, and what they are trying to suggest in the text as a whole (don't worry, the essay topics
should be geared towards this kind of discussion). You will also have to have a working
knowledge of the context surrounding the writer at the time of his writing, and also how such a
context influences the kinds of "views and values" he possesses.
Considering alternate viewpoints: Critic the critic! You will be given a critical article/review
based on a text, and will be asked to summarise the main points of interpretation said critic
provides, giving an account for the critic's background and the kind of perspective which they're
coming from in the process (usually it'll be fairly obvious that their perspective is skewed in a
certain fashion). After that, it's up to YOU to assess the critic's piece, providing an account for
where they have succeeded and where their interpretation may fall short. There is definitely
room for you to provide your own interpretation here.
Creative responses to text: Basically the same as any creative SAC, except with more of a focus
on language. You'll be asked to write a short story based on the text of choice, and along with
utilising the themes/setting/whatever your teacher asks for, you will need to utilise the STYLE of
the writer. To make sure that you actually know what you're doing, you'll also be asked to write
an account of how you utilised the style, giving specific examples in a written explanation.
Close analysis: Covered in the next section.
Some of you might be fretting by this stage - "this all seems so confusing! Why are the
assessments so varied and random?". Have hope, however, because as you'll hopefully come to
understand in the next section, the first four SACs actually contribute in some way to your
understanding of the close analysis - it's just a matter of understanding how.
The Close Analysis: Assessment Apotheosis
Here we get to what you've all been waiting for - the Literature exam essay style, the close
analysis (or passage analysis). I actually prefer to call it the argued reading, but both names
reflect some aspect of what you have to do to succeed in this relatively unique task.
Basically, the difference between the Literature essay and the English text response is that they
are essentially inverted. In English, you are encouraged to have an overall contention, with your
paragraphs being framed around smaller aspects of said contention, and with language and
quotes from the text to support said smaller aspects. In Literature, language is always your
first priority. Before making any comments about what the text "means", or even what the
passages "mean", you have to suss out what's actually going on in the writing of the passage:
what language devices and tropes are there, and what do they establish? As an
example, observe:
"The poetic allusion to “whose phrase of sorrow/Conjures the wandering stars” seems to embody
a realm yet beyond the realm of Claudius’ kingdom, and with his declaration “This is I”, Hamlet
appears to accept that his very being is constituted of both his actions and the intangible
ethereality of the heavens."
"Compounding “imagination” and “My gorge rises at it” alerts to the audience that Hamlet has
finally embraced both the marvels of thought and the necessary boundaries of the physical
realm; here, Shakespeare is depicting a completed man, whose comprehension of his universe is
fully developed. "
"Hyphenated and incoherent syntactical construction in “every body’s favourite – always
wholesome” is, of course, a symbol of Mrs. Elton’s fragmented mind; beyond this, however,
Austen is crafting in Mrs. Elton’s speech a vision of the general chatter throughout England, a
landscape constituted not only by the gentility, but also by the entirety of human society."
In all three cases, I have begun with a language device of some sort, analysing its usage and
then drawing towards a deeper understanding of what is actually happening within the
passage. This is what you want to do for most of your essay.
Gradually, as your analysis becomes more and more complex (and complete), you want to start
to build towards an interpretation: coupled together, what do all these language devices mean in
the broader scheme of the text? You want to have an awareness of the views and values of the
writer, and essentially, you have to provide for an account of what they are trying to suggest in
crafting their text. Again, observe:
"Rather than channel energies into the purely physical then, Passage Three is suggesting an
amalgamation between mind and matter as being the basis for wonder in human
existence. Hamlet’s paradoxical exclamation “My thoughts be bloody” suggests neither a keen
indulgence in thinking nor a reckless abandon to arms; instead, transcendence is brought about
through acknowledging the merits of both “capability and godlike reason” within the
universe. Freed from his prison of Denmark, and no longer relying on the sanctuary of his
internalised thoughts, the Hamlet constructed by Shakespeare is now apotheosised, ready to
confront the fate which awaits him in the silence of the play’s denouement: the audience thus
acknowledges that, like Hamlet, humanity must reconcile the physical and the metaphysical, for
it is only with understanding of both that the zenith of reality may manifest in its absolute
majesty. "
"What Emma is reflecting then is the distortion of humanity within the framework of
civilisation. As depicted within Passage One, Emma’s reliance on “pretty good guessing” is
indicative on a failure on her behalf to see the essence of reality itself; as the wealthy heiress of
Hartfield, she is furthermore acting as a metonym, embodying from the height of her position
the impotency of a society governed by the externally imposed structures of class and
wealth. With this in mind, the ideal which Austen constructs is thus transcendental from the
state of Regency England; rather than judging from merely the state of “good manners”, what
Austen advocates is a recognition of the self and the interior, a portrait of mankind’s universe
which complements the appraisal of both the appropriate etiquette and the very humanity of its
inhabitants."
Note that you don't need to stop at one "interpretation"; in fact, doing so would probably prove
fatal. Any text (on the VCE Literature text list, at least) has a variety of interpretations, and the
best essays will provide two or even three different "readings" of the one text.
Structure: Chaos in A4
Some of you might be thinking at this stage "whoa, this sounds really bizarre and
abstract!". The truth is, the VCE Literature essay is one of the easiest ones to write, provided
you have ideas and interpretations to build towards. Why?
Consider the VCE English essay. People will often argue that you have to follow a specific set of
guidelines to score well; after all, examiners like to see the same thing, to reassure themselves
that your essay is just more of the (well-written) same. For many (including myself), this can
prove frustrating.
Say goodbye to formulaic writing in Literature. For better or for worse, there is no commonly
accepted "structure" on the VCE Literature exam. Some people (such as myself) will formulate
their own set structures, but really, the sky's the limit: you could have five body paragraphs, or
you could have twelve. This DOES mean, however, that there is an onus on you to ensure that
you balance language engagement with interpretation; a successful essay contains both, and
unless you want to fall into the abyss, keep your eyes focused on the light of the task ahead.
Building Interpretations: To Read or Not to Read?
At the same time, one aspect of VCE Literature which is of paramount significance is the fact that
you have to actually spend time THINKING about your texts. I'm not just talking about VCE
English style, "let's read the study guide" style thinking: if you want to succeed, I heavily
recommend reading each text at least twice, and on top of that, discussing with your peers what
you think different aspects of the text "mean".
Beyond this, critical essays and reviews are of paramount importance. Once you have sussed
out your own thoughts, make sure to go read those of the professionals. Indeed, texts like
Hamlet will have hundreds of years of critical history. And really, the truth is, even if you're an
A+ student, somebody out there will probably have spent more time than you reading your text,
meaning that they will have a more sophisticated understanding of your text than you, and
meaning that you can actually LEARN by reading what they've written.
At the same time, make sure that you don't just go along with the flow. If there's a commonly
accepted reading of a text (eg. "Hamlet is a tale about procrastination"), go AGAINST it, or
otherwise try and make it more sophisticated! Examiners hate nothing more than students who
spew forth what everybody and their dog has accepted for the last three hundred years. Be
original! Be yourself! This is why VCE Literature is truly the thinking man's subject: in the
exam, an elegant, creative piece of work will always be better than a similarly elegant one which
conforms to the masses.