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Oral Presentation Topics 2020 - Scott Morrison, Greta Thunberg and Lizzo

January 14, 2020

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Updated 26/12/2020

It’s that time of year again when many VCE English students start brainstorming their Oral Presentation SACs. To help you out, we’ve collated some of the biggest names and issues in the recent Australian media.

Each heading represents a broad, ongoing issue, and under it are more specific debates within each issue. Going down a more precise route with your topic selection can make your speech a lot more engaging and current, so pick a broad issue that speaks to you, and ‘zoom in’ on a debate for your speech. Don't forget to also check out Our Ultimate Guide to Oral Presentations for everything you need to know for Oral Presentations.

CLIMATE CHANGE

1. green new deal.

Originally, the 'New Deal' was a bunch of economic reforms that restimulated the economy back into action after the Great Depression. The ' Green New Deal' is a bunch of policies that combines this economic approach with the need to fight the climate crisis. It was first brought before the United States Congress by Alexandria Ocasio-Cortez in late 2018 , but was ultimately voted down. It called for a 10-year transformation of the economy to provide green jobs; transition to renewable, zero-emission energy sources; and eliminate pollution across sectors such as manufacturing, agriculture and transport. Is this something that we need to adopt in Australia? Is now the best time for that conversation, given the political climate (not to mention the actual climate of the worst bushfire season in history)? And what exactly are the options? Australia Needs a Green New Deal (03/11/2019) What could an Australian green new deal look like? (28/11/2019) Why the Green New Deal matters (29/11/2019) Let’s make the 2020s the decade that Australia gets its mojo back (04/01/2020)

2. Young People on Strike

2019 saw the emergence of the ' school strike for climate' , an international movement of students skipping school to demonstrate and demand action on climate change. It took off after Greta Thunberg, a Swedish schoolgirl, began protesting outside the Swedish parliament in late 2018. It sparked widespread discussion on young people, education and the merits of striking. Scott Morrison was drawn into the discussion, stating that he doesn’t 'want our children to have anxieties about these issues', while defending his government’s track record on renewable energy investment. So - should young people be worrying about these issues at all? Are they missing out on crucial years of education by taking to the streets? And, is what they’re saying really unreasonable at all? Global climate strike sees ‘hundreds of thousands’ of Australians rally (video, 0/09/2019) The climate strike organiser who received a near-perfect ATAR (18/12/2019) How Greta Thunberg’s school strike went global: a lo ok back (podcast, 30/12/2019)

3. To Prime Minister or Not To Prime Minister

Australia is already facing its most severe bushfire season yet with several months of fire season left to go. During these months, Scott Morrison took a holiday in Hawaii, staying there even after stating his intention to return . Even as he returned, he was shunned for perceived insensitivity and insincerity . What should a Prime Minister do in a state of national emergency? While Morrison delegated many of the duties to state premiers, are these distinctions important in times of crisis? Is he the leader we deserve after his resounding, miraculous election victory in 2019? Where to from here? ScoMo, Where the Bloody Hell Are You? (20/12/2019) Don’t dismiss our anger in Cobargo Scott Morrison, we are the ones living through a crisis (02/01/2020) Scott Morrison, Australia’s singed prime minister (03/01/2020) ‘Bloodcurdling insanity’: Real reason ScoMo is under fire (04/01/2020)

4. Emissions Trading Scheme (ETS)

An ETS basically makes carbon gas emissions an economic good that gets bought and sold like any other - corporations that emit more gas will need to now purchase permission to emit, while corporations that emit less will be able to sell their permits. The debate for an ETS in Australia is old (surprisingly perhaps, John Howard first broached the idea towards the end of his Prime Ministership ), but became political poison after Julia Gillard introduced it despite promising that her government wouldn’t introduce a carbon tax in the 2010 election. It has since been scrapped, making Australia the only government in the world to ever dismantle an operational ETS. A decade later, is it now the right time to revisit this discussion? Just why are so many people opposed to policy that would stop corporations from emitting for free? And what does this mean for our international reputation and commitments? One of the world’s biggest emitters is trying to fly under the radar at Cop25 (06/12/2019) For 10 Years, Australia Has Been In A Climate-Policy Abyss (07/12/2019) ‘Not moving fast enough’: former head of Scott Morrison’s department criticises climate change policies (18/12/2019)

SOCIAL EQUITY

1. homophobia in sport.

So this is nothing particularly new, but it’s unfortunately still present even as we move into 2020. Should sports stars be penalised for their opinions when they’re exclusionary and harmful, or should we respect them for their sporting prowess? Maybe this speaks more broadly to the standards we expect sporting stars or public figures in general to set as role models… Israel Folau: Australian rugby star condemned for linking bushfires to ‘sinful’ homosexuality (18/11/2019) Marcus Stoinis fined $7,500 for homophobic slur during Big Bash League (04/01/2020)

Bear with me on this one - while she isn’t specifically a ‘social equity’ debate, Lizzo’s emergence as a breakout singer of 2019 intersects with a lot of social equity movements, from body positivity and feminism to racial justice and self-empowerment. Her upcoming shows in Australia sold out in minutes, which speaks to her newfound popularity as a global star. What is it about Lizzo that resonates with so many people? What and who does she represent? Is the new decade also a watershed moment for diversity in entertainment? Lizzo taps into the real meaning of freedom in 2019 (07/10/2019) Lizzo, pop’s reigning phenomenon, brings her juice to Australia (05/01/2020)

3. Gender Wage Gap in Sport

Again, this one isn’t too new, but a fresh wave of activism for equal pay in sport was sparked this year by Megan Rapinoe, the captain of the US women’s national soccer team (which won the World Cup in 2019). She, her team and the men’s team sued the national soccer federation for gender discrimination and other countries, Australia included, followed suit. Why does the wage gap exist and what are the reasons for closing it? Is a preference for the men’s game enough to justify paying women less (despite the fact that preferences like this are usually rooted in misogyny and are subjective anyway)? And how does this translate between different sports such as soccer, AFLW and tennis (where Serena Williams and Novak Djokovic have clashed over this before)? AFLW pay dispute is over (28/10/2019) Matildas become first women’s team in world football to be paid the same as men’s team (video, 05/11/2019) Australia’s women footballers get equal pay in landmark deal (06/11/2019) ‘We Have To Be Better’: Megan Rapinoe and the Year of Victory and Advocacy (18/12/2019)

4. Newstart

Newstart is Australia’s income support for those aged 22 to 64 who are unemployed. Though a form of social security, it’s fallen behind in terms of how much economic security it can provide recently, with years of no real increases (that is, increases which offset inflation - basically things are getting more expensive and even if Newstart increases, it doesn’t give you more purchasing power in reality). Is it finally time to increase Newstart? There was some discussion around the holiday season being particularly expensive, but should an increase be permanent? How hard is it to get a job in today’s economy? And are the payments enough to live on if you can’t find a job? Morrison government defends Newstart amid criticism it is among low est welfare payments in OECD (08/10/2019) Report highlights social crisis confronting Australian youth on welfare (14/12/2019) Survey finds two-thirds of Australians back a Newstart Christmas boost (22/12/2019) The economic case for increasing Newstart (01/01/2020)

5. First Nations Justice

'Voice' was the Australian National Dictionary Centre’s word of the year in 2019 , in the context of Indigenous representation in the Australian parliament. A Voice to Parliament would enshrine Indigenous input into laws and policies on issues affecting First Nations communities, and has been called for by activists for some time now. How does this tie into/is this distinct from other issues such as constitutional recognition? Why haven’t we seen a lot of progress or consensus on these issues? And what might it mean for those communities to be able to make autonomous decisions? There’s a 60,000-Year-Old Way to Help Stop Australia Burning (16/12/2019) ‘I feel unchained’: Mauboy adds her voice to Indigenous recognition campaign (29/12/2019) The Voice to Parliament isn’t a new idea – Indigenous activists called for it nearly a century ago (02/01/2020) ‘It can be more controversial’: Costello warns on constitutional recognition for Indigenous Australians (02/01/2020)

1. Teaching as a Decreasingly Popular Profession

Australian teachers have been struggling with increasingly difficult jobs and flat-lining pay in recent years, and teachers’ unions haven’t been able to successfully find a solution to offset these concerns. Tertiary students are now turning away from pursuing a career in education , and there could be many reasons as to why. What does this mean for the future of Australian education? In what ways do you as a student feel the impacts? And what could be some solutions - perhaps both from a teacher’s point of view, but also from a student-centric viewpoint? Three charts on teachers’ pay in Australia: it starts out OK, but goes downhill pretty quickly (02/09/2019) The epic failure at the root of Australia’s maths problem (06/12/2019) Why male teachers are disappearing from Australian sc hools (12/12/2019) A new voice for class teachers (30/12/2019)

2. Australia Falling Behind

Unfortunately, Australian students have been falling behind many of their global counterparts in terms of educational outcomes - we even hit our worst ever results in the OECD’s international student assessment in 2018. What does this mean in an increasingly globalised world and is there a way to turn this around? How might a student perspective on this be unique from that of a politician for example, or another stakeholder? And is education an isolated issue, or should we be looking at more holistic solutions that incorporate health-related, economic and/or social solutions as well? Murri School students experience social and emotional benefits from six-day nature camp (13/10/2019 - a bit of a reach, but an interesting read about education outside of the traditional classroom) No need to panic – we can fix Australian schools. But to rush the reform is to ruin it (08/12/2019) Coalition to review Australian education curriculum in bid to reverse fall in student results (11/12/2019) Aboriginal English recognition in schools critical for improving student outcomes for Indigenous Australians (21/12/2019) We love to criticise the United States, but guess what? Their public schools are better than ours (04/01/2019)

This is another one of those long-running debates, though it’s on the table again as the ACT has recently legalised recreational cannabis . This goes against federal law, which still bans the possession and use of weed, and makes Canberra the first Australian jurisdiction to decriminalise it. Canberra has also led the way on issues such as same-sex marriage, legalising it as early as 2013 (four years before the rest of the nation would follow suit). Discussion about other drugs such as ecstasy has also been raised as a result, and this piece might be an interesting read on why different drugs have different legal statuses. Still, is legalising pot the way to go considering how other Western democracies are already moving in this direction? Is it even a harmful drug at all? And what about the others, such as ecstasy? Or even alcohol, for that matter? Nation’s capital legalises cannabis for personal use (25/09/2019) Peter Dutton: government may overturn ‘dangerous’ ACT decision to legalise cannabis (25/09/2019) Australia could be the first country to legalise ecstasy – are we going too far? (03/10/2019) Canberra women with endometriosis are self-medicating with cannabis, but legalising the drug might not help (28/12/2019)

2. Climate Grief

This is an interesting and pretty recent phenomenon - climate grief or climate burnout are new terms that have come into existence to describe the mental health impacts of the climate crisis. In particular, they describe the frustration and despair that people may feel as a result, given that progress on reducing carbon emissions is frighteningly slow and natural disasters are becoming more frequent and devastating at the same time. What is your take on it and who’s feeling it? Do you have to be affected by disasters, or can it also affect young people who feel pessimistic about the future of the planet? And what could be some strategies for overcoming it? What is the importance of seeing climate through a health lens and how might it inspire activism or change? Australian Farmers Muddled in Mental Health Crisis (26/09/2019 - a good read on how climate issues intersect with economic issues as well) Australian town breaks record for mental health awareness following devastating flood (16/12/2019) Australian bushfires could lead to a mental health crisis, expert warns (03/01/2020)

3. Mental Health

2019 saw some other new developments in the conversation around mental health in Australia. A report found that mental health concerns are getting more widespread among young people, while government investment doesn’t really seem to be effective. Meanwhile, we’re also seeing progress on destigmatising mental health issues within sport - overseas, athletes such as Paul Merson and Stan Collymore have shared stories of their battles, while Cricket Australia looks into ways of creating more supportive environments for their players. How can we streamline the message around mental health, or the relevant support networks? What solutions haven’t we tried yet, and how might the discussion around this shift in the next decade? What are the implications if we don’t address these issues? Note that this can be a sensitive issue which may cause distress to some people. Mental health issues increasing among Austra lians (30/09/2019) Push to get wellbeing counsellors into schools as mental health bill costs Australia billions (31/10/2019) What’s driving poor mental health among young Australians? We asked them (20/11/2019) Kevin Roberts: Cricket Australia committed to better understanding menta l health (14/12/2019) People with mental illness less likely to get cancer screening (03/01/2020)

4. Abortions in NSW

NSW recently legalised abortions for pregnancies shorter than 22 weeks after one of the longest debates in their state Upper House. While the choice versus life debate has raged around the world for decades now (i.e. maybe don’t do a pro-choice speech that people will have heard before, and probably don’t do a pro-life speech in 2020), what is the landscape of the debate like in our day and age? Who opposes it and why? What is the problem with making health issues criminal issues instead (e.g. drug policy as well)? And what other issues might be linked to this? Can someone who is pro-life also support tougher border restrictions that lead to refugee deaths at sea, for example? Note that this can be a sensitive issue which may cause distress to some people. Why NSW is still fighting about abortion (17/09/2019) Controversial abortion bill passes NSW Upper House after long-haul debate (25/09/2019) Abortion Is Now Legal in NSW After Controversial Bill Passes Lower House (26/09/2019) NSW abortion law: doctors say last-minute changes ‘unnecessary’ but manageable (26/09/2019)

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 !

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Oral Presentations - fun and full-scoring. Bet you’ve never heard those words in the same sentence before! As much as the Oral is a SAC that is often feared by many English students, I managed to come out of my presentation not completely terrified - I was actually able to somehow enjoy myself a little up there, and I might have even had a smile on my face when it was all done. And, what’s even better is that I managed to score full marks! 

In this blog post, I’m going to be guiding you through how I approached the Oral Presentation in Year 12 to achieve full marks. I’ll be breaking down my Oral Presentation script as well as giving some pointers about giving the Oral Presentation on the day.

‍ Scroll down to the bottom to read my full Oral Presentation script!

The Topic I Chose and How I Chose It

You’ve probably heard a million times before to choose an issue that you’re passionate about. This can often leave you thinking, I don’t know what I’m passionate about! or I’m not passionate about anything in the media right now! I was one of those students in the beginning, but this is how I chose an issue that I ended up loving.

Taking Inspiration From My Other Year 12 Subjects

The subject I enjoyed the most in Year 12 was Legal Studies, and my love for this subject guided me in choosing an issue that I genuinely wanted to speak about. I was lucky to have a Legal Studies teacher who was a big nerd in everything law-related, and he often liked to update us about recent and ongoing legal cases that he found interesting. One case that he told us about that I became very interested in was the Ben Roberts-Smith defamation case against Nine Entertainment where some journalists called out Ben Roberts-Smith (a war veteran) for committing war crimes. Roberts-Smith sued these journalists, alleging that this wasn’t true. 

I knew I wanted to speak about this case, but I also knew that I had to argue an opinion , and not just provide an overview of the case. So, I began my research into the views of the stakeholders in the case. Something that was very useful to me in my research was news podcasts ! In particular, I came across a podcast episode from a podcast called Please Explain (as of 26/02/2024 it seems to have been rebranded and is now called The Morning Edition ) by The Age and The Sydney Morning Herald , where the actual journalists that were getting sued in the case talked about their experiences. After listening to this podcast episode on the way home from school, I found myself really sympathising with the journalists and that’s how I knew that I wanted to speak about this defamation case from the journalists’ perspective. 

After some thinking, the contention that I arrived at was this: 

‍ More should be done to protect public interest journalism.

So my advice for choosing an Oral Topic that you love is to take inspiration from other subjects you’re studying and enjoying , and to pick up on and research anything that your teachers tell you about that piques your interest!

Breaking Down My Script

The introduction, a hook start.

‍ Let me take you back in time. Six years ago, in 2017, many of us in this classroom were in Year 6, probably sitting in a primary school classroom, learning what an isosceles triangle is. And obviously, we had all been paying attention because now everyone’s thinking, “Oh yeah, I remember what an isosceles triangle is!” and we’re all imagining a tall triangle that looks like this.

Grabbing the audience’s attention from the very start of your speech is key! To do this, I tried to open up my speech in an interesting way by encouraging the audience to do something - to reflect on what their lives looked like six years ago. Hook starts such as the one I used (which establish a common ground with the audience) were commonly used among my classmates - they quickly grab the audience’s attention and are relatively easy to implement!

In my Statement of Intention* , I wrote that ‘I initially engage[d] my audience with a hook start, encouraging them to cast their minds back to 2017, and through the imagery of a primary school classroom, I aim[ed] to establish relatability and common ground with the audience, positioning them to be more agreeable to my arguments later on.’

‍ *Statement of Intention - a written statement accompanying my Oral Presentation, where I explained the choices I made in my presentation. As of 2024 and with the implementation of the new study design, students are no longer required to submit a Statement of Intention with their Oral Presentations. However, if you’re curious to know more about Statements of Intention, check out this blog . 

Providing Context

‍ Now, while our Year 6 teachers were providing us with the life-changing information that is the different types of triangles, something bigger was happening on Collins Street. A huge news sausage was in the making. Picture this: a conversation between two passionate and overworked journalists, working for The Age and The Sydney Morning Herald. One of which had heard whispers from his contact book of Australian military circles that our most decorated living soldier was not the person that everyone thought he was, and that he had in fact been involved in war crimes like the killing of unarmed civilians. A shared desire to put these rumours to the test, with an open mind, wanting to disprove them as much as to prove them. 

‍ This marked the start of a 4-year long legal battle in the form of a defamation lawsuit lodged by decorated war vet Ben Roberts Smith against two investigative journalists, Chris Masters and Nick McKenzie. And, after more than 100 days of hearings, this battle recently ended, with the judge ruling overwhelmingly in favour of Masters and McKenzie that what they had reported about Roberts Smith was substantially true, hence the two had not defamed him.

I spent a fair bit of time explaining the issue of protections around public interest journalism in the context of the Ben Roberts-Smith defamation case because it was a bit of a niche issue and I thought that my audience of Year 12 students were unlikely to have known too much about it. To keep this explanation engaging, I tried to explain the case in a descriptive and dramatic way, as if the events were unfolding in front of their eyes, and I tried not to make it sound like I was just listing background information. To do this, I used phrases like ‘A huge news sausage was in the making’, ‘Picture this’, to really set the scene in a dramatic way!

‍ A side note on choosing niche topics for the Oral Presentation: I know it’s often NOT recommended to choose topics that are unlikely to be well-known by your fellow students. This is because it can be disengaging when a student goes on a 5-minute tangent using complicated jargon on a topic that none of the other students know anything about. And… I guess I kind of turned that rule on its head! But this was precisely why I wanted to spend a chunk of my speech explaining the context of my issue - so that my speech would be accessible to my audience, so they wouldn’t be bored, and so we would all be on the same page. 

At the end of the day, it’s all about finding a balance between choosing a topic that you love and a topic that is easy for the audience to understand. So, if the topic that you would love to present to the class might be a bit less well-known, my advice would be to make sure to provide adequate context and spend a bit of time explaining key information at the start so that your speech is more accessible to the audience!

Stating Contention

‍ ABC News called it a win for public interest journalism. So why have I brought up this case today to highlight that not enough is being done to protect public interest journalism?

After my explanation section, I smoothly slid into contention territory. Even though I didn’t directly state my contention (i.e. I didn’t say “I believe that more should be done to protect public interest journalism”), through the question, ‘Why have I brought up this case to highlight that not enough is being done to protect public interest journalism?’, I implied that my contention was exactly that - that not enough is being done to protect public interest journalism. 

The Supporting Arguments

I actually only had one supporting argument throughout my whole Oral Presentation, and although this might be an unusual way to do it, it worked well for me since I needed to spend quite a bit of time introducing the issue at the start. My one supporting argument was bulky enough that I had a complete speech with just a long introduction , bulky argument and conclusion . 

Work out what might work best for you in your presentation. If your issue needs a bit of breaking down like mine did, it might be easier to stick to a very simple structure.

Outlining the Supporting Argument and Providing Evidence

‍ Legal battles in general are a huge issue for journalism because they can be used as a threat to journalists. This defamation lawsuit was only the tip of the legal iceberg for Masters and McKenzie. They also faced challenges to source protection and Roberts-Smith’s numerous attempts to silence the two and other witnesses by sending them legal letters telling them to shut up, to suppress the truth about his actions from coming to light.

I then went on to explain my supporting argument - that legal battles such as defamation cases put public interest journalism at risk (which is why, going back to my overall contention , more should be done to protect public interest journalism). As you can see, I constantly linked back to the Roberts-Smith defamation case because that’s what I wanted to speak about, but I did not have to do this and you absolutely don’t have to - a general explanation would have gotten the job done just as well.

You might be wondering why I didn’t signpost at the start of my supporting argument - in other words, why I didn’t include a sentence like “My first supporting argument is that legal battles such as defamation cases put public interest journalism at risk”. Some teachers love signposting and encourage students to do so. If your teacher seems to prefer clear signposting, go ahead and do that! 

TIP: Keep in mind that for anything internally marked, it is important that you keep your teacher/school’s preferences and requirements in mind. 

My teacher wasn’t as insistent on signposting, and I personally didn’t like how clear signposting made my speech sound a bit robotic, so to keep the flow of the speech I decided to fluff it out and start my argument the way that I did. You’ll also notice a lack of signposting throughout my speech in general for the same reasons.

The biggest issue about the Ben Roberts Smith defamation case for journalists and news corporations has been costs. Their win has come with a hefty price tag estimated to be around $25 million, and even though the majority of this is to be borne by the loser of the trial, The Age and The Sydney Morning Herald newspapers will still end up losing millions of dollars, just for defending themselves and their journalists in court. 

I backed up my supporting argument with some evidence. To quote my Statement of Intention, ‘I went on to use numerical statistics like “4 year[s]” and “100 days of hearings” to emphasise that much of Masters and McKenzie’s time and energy was taken by BRS’s claim, aiming to evoke sympathy for them and positioning readers to agree that more protections are needed to prevent journalists from being involved in these time-consuming legal battles. I also established costs as another major issue using the statistic of “$25 million” to emphasise that not only are these legal battles time-consuming, but also expensive, and through connotations of immensity when describing this as a “hefty price tag”’.’

Explaining the Argument and How It Is Relevant to the Audience

But why exactly is this our issue? It’s not like we’re the ones having to pay millions of dollars.

But it becomes our issue when this financial burden creates a chilling effect on public interest journalism. Fear of bankruptcy or crippling financial strain forces journalists to retreat, self censor or settle for silence. This financial issue for news organisations becomes our issue as the quality of our public interest journalism deteriorates and we are deprived of vital information.

Throughout my speech, I made an effort to constantly tie it back to the audience and explain why exactly this issue was important and relevant to them . This was important for me to do because the issue I chose was relatively niche so I felt like I had to prove to them that this issue was worth presenting. Even if the issue you’re presenting isn’t exactly niche, it’s important to link back to the audience every now and then and to remind them why it’s important to them. In my case, I explained that defamation cases like the Roberts-Smith case against journalists and news corporations were a threat to high school students having access to information that they should be aware of!

Something else that I attempted to do here was to include some persuasive devices! To quote my Statement of Intention, ‘having established costs as a major issue, I segued into the effect that these costs can have on journalists, listing these effects as causing journalists to “retreat, self-censor or settle for silence”, and through listing and sibilance in the latter half of this phrase, I aimed to make these effects memorable to listeners, emphasising the consequences of the costs of legal battles on journalists and public interest journalism.”’

Masters and McKenzie talked about the pressure that was put on them to leave the rumours about Ben Roberts Smith be. Chris explained that his colleagues tried to convince him not to fight with Ben Roberts Smith by telling him that it was like shooting Bambi. Well, I guess in that case, he would have been shooting Bambi for shooting unarmed civilians, which sounds pretty fair to me. Nick explained that convincing their bosses to publish the story was an exhaustive process, and even after successfully having their story on Roberts Smith published, Chris said there was a propaganda war waiting for them, with their former colleagues being hired by other news corporations to criticise them and disassemble their work, with their story being put on the cover of a rival newspaper, as an attack on Chris, accusing him of smearing the memories of dead soldiers, and it was designed to intimidate and hurt him and his biding relationships with people in the military who consider him a deep friend. These attempts of BRS to silence the two are not just unfair - as students, we want to grow up in a world where people are held accountable regardless of their connections or wealth.

After explaining my argument, I backed it up with evidence by going back to the defamation case and giving practical, real-life examples of how this case may have worked to hinder the quality of public interest journalism. I took much of the information in this section from the podcast that I talked about earlier (where Masters and McKenzie talked about their firsthand experiences) - for example, the so-called “propaganda war” that Masters faced after having the story published, rival news outlets who were on the side of Roberts-Smith publishing articles attacking Masters - and explained that this was designed to intimidate the two investigative journalists and deter them from exposing controversial stories against prominent figures. I not only told but also showed my audience that legal battles were a very real threat to journalism. I referred to this section of my speech as ‘personal anecdotes’ in my Statement of Intention and I wrote that I hoped to make my speech more convincing by illustrating the consequences of legal battles that Masters and Mckenzie experienced firsthand.

I tried my best to not make this section sound too much like a “he said, she said” situation by slipping in some of my own commentary. My tutor at the time (yes, I also had an LSG English tutor !) gave me the idea of mirroring ‘shooting Bambi’ with ‘shooting unarmed civilians’, and it was so brutal but I liked it so much that I decided to implement it as part of my commentary. In my Statement of Intention, I wrote that this comparison ‘aims to portray Masters and McKenzie as merely holding him accountable for his actions rather than bullying him, encouraging audiences to view journalists as necessary whistleblowers that require protections.’

My final sentence in this section worked to link all of this back to the audience and remind them, again, why all of this was relevant to them! 

The Conclusion

It’s obvious that in the end, it didn’t really matter that, this time, the courts sided with the journalists and news corporations in this legal battle. Because the reality is that the fact that this legal battle existed in the first place has been enough of a threat to public interest journalism, with cover up attempts and pressures to retreat, and may be a sign of many other stories being covered up. If two journalists, working for big news companies, felt the chilling effect of the legal battles that they came across, how much worse is it for smaller news organisations or independent journalists, who don’t have the deep pockets that The Age, Masters and McKenzie had in withstanding these challenges? This is only the tip of the iceberg of other stories that need to be broken and known by the public. We can’t continue to allow the law to be weaponised against journalists and against democracy. Thus, the recent conclusion of the Ben Roberts-Smith defamation case is a sign that more should be done to protect public interest journalism. 

In my concluding paragraph, I did three things: 

• I wrapped up
• I aimed to evoke a sense of urgency on the issue (the bolded part)
• I restated my contention at the very end to seal the deal

I didn’t exactly include a call to action in the part where I evoked a sense of urgency, but you totally could if that would work for your speech! 

It’s optional to restate your contention as your final sentence, and I opted to do this. I wanted to emphasise the point of my speech again so that my conclusion didn’t sound like it was straying away from the actual contention. I’d say do it if it flows well with the rest of your conclusion because when it’s done right, it really is like ending your speech with a bang!

I’ve Finished Writing a Killer Oral Script. What Now?

When you’ve perfected your speech script, it’s practice time! The way you present the speech is arguably as important, if not even more important than the script itself - presenting your speech in an engaging way can really make your script shine while presenting it in a dull way can make even the best script sound unappealing. 

Practice saying your speech out loud as early as possible and work towards having at least 85-95% of your speech committed to memory (especially if you’re paranoid and get anxious about public speaking like me). By the time I presented my Oral, I had memorised about 95% of my speech and the fact that I knew it off by heart gave me confidence and helped me feel less paranoid that I would mess up. This being said, I would definitely recommend having cue cards with dot points of your main ideas or little prompts with you in the presentation (which I also did), just in case you suddenly blank out!

I spent a week memorising my speech, reciting it out loud over and over again in my bedroom. In doing this, I pretty intuitively found the spots where I wanted to include pauses, change up my intonation or emphasise certain words or phrases - I committed these things to my muscle memory. If public speaking doesn’t come naturally to you, it might be a good idea to highlight and annotate your script and physically write in the parts where you want to include pauses or emphasise words. Practice with that script in front of you until you’ve memorised those things.

I also generally focused on my projection making sure to speak loudly, and I paid attention to my speed and diction. I tend to speed up and start rapping my speech when I’m nervous, so I made a conscious effort to speak slower and steadier in my practice runs, trying to engrain the perfect speed in my muscle memory (to varying levels of success haha). I also tried to make sure I was pronouncing everything clearly and that I wasn’t mumbling.

Before I started my presentation, I took a moment to take a deep breath, shake out my nerves and fix my posture. Good posture is the first step to feeling confident or faking confidence (which we all are when we’re up there)! 

What I Wish I Had Done Before I Did My Oral Presentation

If I could go back and give my Year 12 self advice on the Oral, it would be this: 

Practice saying my speech in front of someone.

I was pretty shy about my speech - you might relate - so I was very reluctant to practice my speech in front of my peers and even my friends. Unfortunately, this meant that I never practised it in front of another person at all, not even once. This is something that I really regret because I didn’t get to practice keeping a good balance between holding eye contact and looking at my cue cards. This ended up being a criticism from my teacher when she assessed my presentation! My teacher also criticised the fact that I didn’t hold an equal amount of eye contact throughout the whole classroom - she wrote that the right side of the classroom must have felt left out because I barely looked in their direction, haha! So, if you can, I really recommend getting out of your comfort zone and practising presenting your Oral in front of your friends or family members… and practice holding eye contact!

If you’ve made it to the end of this blog post, I’m assuming you’ll be having your Oral Presentation soon. Good luck, and try to enjoy presenting your speech if you can, because it’s the first and last time you will ever have the opportunity to present it! 

For more help with your Oral, see our Ultimate Guide to VCE Oral Presentations . 

My Full Oral Presentation Script: More Should Be Done To Protect Public Interest Journalism

Let me take you back in time. Six years ago, in 2017, many of us in this classroom were in Year 6, probably sitting in a primary school classroom, learning what an isosceles triangle is. And obviously, we had all been paying attention because now everyone’s thinking, “Oh yeah, I remember what an isosceles triangle is!” and we’re all imagining a tall triangle that looks like this.

Now, while our Year 6 teachers were providing us with the life-changing information that is the different types of triangles, something bigger was happening on Collins Street. A huge news sausage was in the making. Picture this: a conversation between two passionate and overworked journalists, working for The Age and The Sydney Morning Herald. One of which had heard whispers from his contact book of Australian military circles that our most decorated living soldier was not the person that everyone thought he was, and that he had in fact been involved in war crimes like the killing of unarmed civilians. A shared desire to put these rumours to the test, with an open mind, wanting to disprove them as much as to prove them. 

This marked the start of a 4-year long legal battle in the form of a defamation lawsuit lodged by decorated war vet Ben Roberts Smith against two investigative journalists, Chris Masters and Nick McKenzie. And, after more than 100 days of hearings, this battle recently ended, with the judge ruling overwhelmingly in favour of Masters and McKenzie that what they had reported about Roberts Smith was substantially true, hence the two had not defamed him.

ABC News called it a win for public interest journalism. So why have I brought up this case today to highlight that not enough is being done to protect public interest journalism?

Legal battles in general are a huge issue for journalism because they can be used as a threat to journalists. This defamation lawsuit was only the tip of the legal iceberg for Masters and McKenzie. They also faced challenges to source protection and Roberts-Smith’s numerous attempts to silence the two and other witnesses by sending them legal letters telling them to shut up, to suppress the truth about his actions from coming to light.

It’s obvious that in the end, it didn’t really matter that, this time, the courts sided with the journalists and news corporations in this legal battle. Because the reality is that the fact that this legal battle existed in the first place has been enough of a threat to public interest journalism, with cover up attempts and pressures to retreat, and may be a sign of many other stories being covered up. If two journalists, working for big news companies, felt the chilling effect of the legal battles that they came across, how much worse is it for smaller news organisations or independent journalists, who don’t have the deep pockets that The Age, Masters and McKenzie had in withstanding these challenges? This is only the tip of the iceberg of other stories that need to be broken and known by the public. We can’t continue to allow the law to be weaponised against journalists and against democracy. Thus, the recent conclusion of the Ben Roberts-Smith defamation case is a sign that more should be done to protect public interest journalism.  

We've all been there. You're moments away from having to deliver your 5-6 minute long oral to all of your classmates and your teacher, and you're still trying to memorise that one bit that you just can't seem to get down pat. It sucks.

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.

We’ll break the whole process down into three parts (don’t worry, one of these will be the delivery itself) and have a look at ways to tackle each; hopefully, you’ll feel more empowered to give it a go on your own terms. Don't forget to also check out Our Ultimate Guide to Oral Presentations for everything you need to know for Oral Presentations.

Part One: Choosing a good topic

(in this section—researching events & issues, topic ideas).

For a bit of a head start on this step, be sure to check out our blog post filled with Oral Presentation Topics for 2020 . It's one of our best kept secrets!

In the study design, the description that’s given for the Oral Presentation is:

“A point of view presented in oral form using sound argument and persuasive language . The point of view should relate to an issue that has appeared in the media since 1 September of the previous year.”

Besides this restriction on how current/recent your issue is, the expectations themselves for this task are pretty standard (and therefore pretty broad): you

• select a topic or point of view
• research arguments and supporting evidence; and
• position the audience accordingly in your speech

Getting started on this first part can be tricky though, especially if you want to choose something a bit more original or fresh.

In any case, the first thing you need is an event . As a reminder, 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 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.

So where do you find an event? If you can’t think of a particularly interesting one right away, you could always try Wikipedia. Seriously, Wikipedia very helpfully has pages of things that happened in specific years in specific countries, so “2019 in Australia” might well be a starting point. The ABC news archive is also really helpful since you can pick dates or periods of time and see a good mix of news events from then.

I wouldn’t underestimate your own memory here either. Maybe you attended the School Strike for Climate and/or you feel vaguely disappointed in the government. Maybe there was something else happening in the news you remember (even though it is often about the environment these days). It doesn’t have to be from the news though—maybe there was a movie or TV show you watched recently that you have thoughts about. You could really do a speech on any of these, as long as you suspect there might be recent, opinionated media coverage .

Only once you have an event should you 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, whether or not it’s appropriate to discuss policy already when people are still grieving. All of these issues are going to be more current and more focused than just ‘climate change’, so pick one that resonates for your speech. For a list of 2019-20 issue-debate breakdowns (i.e. topic ideas!), give this a read!

From there, you might delve a little deeper into viewpoints around your chosen issue, and you’d do this mostly by reading opinion or analysis articles (rather than hard news reports). Opinion is great to see what other people are thinking, and could help you bolster or reinforce your own arguments, whereas analysis is good to get a little deeper into the implications of and evidence behind the issue. The actual contention itself comes last—even though you might already have an idea what you think about the issue, you’ll be best prepared to articulate it after doing the research first.

Part Two: Writing a good speech

(in this section—register/tone selection, personas, openings, how formal you need to be, drafting & rehearsing).

For this part of the task, I’d keep in mind a specific snippet of its description: the need to use sound argument and persuasive language .

To be fair, persuasive language mightn’t necessarily be something you actively think about when you write persuasively—you wouldn’t ever really be like “hey, this is a great spot to include an appeal to compassion.” However, while you don’t need to start now, it’s good to have in mind a general register for your speech before you start. It’s one of the first things you might analyse in a written essay for good reason—it’s broad and it sets the tone for your argument/s.

With the bushfires for instance, you might contend that even though grief is a strong emotion, it should also be a trigger for resolute, permanent policy reform. But will you come from a frustrated, this-is-what-we’ve-been-saying-for-years register, or a compassionate look-at-the-damage-caused register, or an assertive, we-need-to-bring-the-community-together-first register?

Maybe you can incorporate a bit of each, or maybe (probably) there are more options, but in any case, making this decision first will help with stringing together arguments and incorporating more persuasive language techniques (PLTs). Note that most PLTs can be used across a number of registers, but there are some that might work more effectively with some of these.

For example:

These are things you’ll have to think about for your written explanations, and might also help you shape future research if you need to shore up the speech a little more. Something you may consider as well is adopting a persona , that is a character and a context for your speech. You don’t have to, but it may help you get started. It can be hard to just write a speech from scratch, but if you’re the mayor of a township affected by the fires and you’re outlining a course of action, it’ll help with your register and outlook.

Openings in general can be tricky though. Try to avoid stating your event, issue and contention outright—the audience doesn’t need to know that “recently, Australia experienced a horrific bushfire season and I’m going to talk about why now is the time to act on climate change.” They’ll figure it out. Instead, try to start with something that clearly communicates your register and/or persona (if you have one). If you’re a frustrated climate activist, start by illustrating the historical patterns of bushfires getting worse and worse. If you’re a compassionate community-builder, start with anecdotes of the damage. If you’re an assertive leader, explain who you are, what your experience is and how you want to create change. Don’t worry if you feel like the issue won’t be clear enough—again, they’ll figure it out! The opening also sets the bar for formality in your speech, and it’s honestly up to you how formal you’ll want to be. As a rule of thumb, don’t be so formal that you can’t use contractions (such as “you’ll” and “can’t”)—avoid those in essays for sure, but they’re a natural part of speaking and it’ll feel strange if you don’t use them.

I’d also recommend you draft and rehearse in front of others, highlighting areas where you think are the weakest and asking them for specific advice on those sections at the end. Having specific questions to ask, such as “should I include more data/quantitative evidence in x section?” or “is this specific appeal to x obvious enough?”, also means you get better feedback (since these are much easier to answer than “Was that fine?”).

Part Three: Delivering an engaging presentation

(in this section—body language, eye contact, rehearse rehearse rehearse, tone variation).

Most of you probably find this the most daunting part of the SAC—honestly, me too—but this is the part with the most tried-and-tested tips for success.

With regard to body language , 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.

And cue cards brig us up to 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.

Of course, knowing your speech better means having to check your notes less frequently. When I did my speech, I’d read it out aloud to myself 3-5 times a day for a week or two in advance, which made me feel like I was going insane but also meant that my speech was basically memorised . The cue cards were there in case of emergency, but I really didn’t need them at all. Absolutely make sure to rehearse your speech. Further, when you rehearse, try to pretend that you’re actually delivering the 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.

This last point is really important— tone variation might come naturally to some but not to others. I always found that building it into rehearsal helped with getting it consistent and natural. Tone variation involves things like 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 as well. Be sure to emphasise things like emotive language and any evidence you might use to illustrate your arguments. And one last thing— don’t speak too quickly ! Easier said than done, but often the icing on the cake for a speech that is memorable for the right reasons.

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.

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

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 oral presentation SAC is worth 40% of your unit 4 English mark and is comprised of two sections: your statement of intention, and your oral presentation. It can be difficult to understand what is expected of you, as this SAC definitely varies from your typical English essay! So, if you need help understanding what’s expected of you, check out Our Ultimate Guide to Oral Presentations . If you’d like an even more in-depth guide on how to approach this assessment, definitely check out the How to Write a Killer Oral Presentation study guide!

Here, I’m going to dissect five of the most common mistakes students make during their oral presentation, and gloss over ways in which you can improve your marks for this critical SAC.

1. Writing an Unentertaining Speech

Whilst your other English SACs may require you to write in a formal and sophisticated manner, the oral presentation SAC is the one shining exception! Many students fall into the trap of writing a frankly boring and uninspiring speech that does no justice to their academic ability. Here are some mistakes to watch out for:

Choosing the Wrong Topic

Your school may or may not already give you a list of topics to choose from. However, in the event that you must research your own topic, it is essential that you choose an issue relevant to your current audience. You must adopt a clear contention in your speech. 

Do not, for example, write a five-minute speech on why one sports team is better than the other, or why murder should be illegal. Choose an issue that you can take a passionate stance on and engage the audience with. Avoid a contention that is obvious and aim to actually persuade your class. Make sure you choose a 'WOW' topic for your VCE Oral Presentation .

‍ Writing With the Wrong Sense of Tone

This is one of the biggest mistakes students make when writing their oral presentation. I cannot stress this enough – your speech is not a formally written text response! You are presenting your stance on an issue, which means that you are allowed to be passionate and creative. You can educate your audience on the facts without boring them to sleep. Let’s analyse two sample excerpts on the same issue to see why:

Issue: Should the Newstart allowance be increased?

Sample 1: 722,000 Australians are on Newstart. Single people receive approximately $40 a day. The Australian Bureau of Statistics recently increased this payment by $2.20 to adjust to price inflation. However, I am arguing that this price should be increased more.

Sample 2: As Australians, we pride ourselves on community values, and supporting one another. Yet, the way in which we treat 722,000 of our most vulnerable people doesn’t reflect this. The Australian government recently increased the Newstart payment by $2.20 weekly. But this means that Newstart recipients still live on just over $40 a day. Ask yourself, is that really enough to survive?

Samples 1 and 2 have the same information. Yet, Sample 2 engages with the audience in a much more effective manner. Try to avoid an overly formal tone and speak with passion and interest.

2. Presenting Without Confidence

Presenting in front of your class can be a very daunting experience. However, in order to distinguish yourself from your classmates, you must speak clearly and with confidence. Try to avoid making the following mistakes:

Reading Instead of Talking

Think back to primary school. Remember when your teacher would read you a storybook, and they would put on voices to make the story more engaging and interesting? The same sort of idea applies to your oral presentation. Simply reading a well-written speech will not get you marks. Rather, you should talk to your audience. Make eye contact, maintain good posture, and project your voice. Confidence is key!

Stalling for Time

I’m sure we’ve all been in a situation where we haven’t prepared ourselves for a test as well as we should have. The oral presentation SAC is not an assessment that you can simply wing on the day. Oftentimes, poor scores stem from a lack of preparation which can be reflected in the way students present themselves – and stalling for time is a big giveaway. Save yourself the mental stress and prepare for your SAC by writing out your speech beforehand (or even preparing a few dot points/cue cards). I personally find it helpful to practise in front of a mirror or even in front of pets/stuffed toys.

3. Not Distinguishing Yourself From Your Class

If you’re gunning for a good mark, you want to stand out from your class. This can be especially difficult if you are presenting the same topic as one of your peers. Avoid:

Starting in an Uninspiring Way

This is another big mistake students make when presenting. Let’s just estimate that there are approximately 20-25 people in your English class. Now, imagine if every person who presented before you began their speech with:

“Good morning, today I’ll be talking about why Newstart should be increased”.

It gets repetitive. You can distinguish yourself by beginning in a myriad of other ways. Here’s an example of how I started my own oral presentation for my SAC:

Topic: Should we ban sunscreens with oxybenzone and octinoxate?

Imagine you are a foreigner, excited to visit Australia. In your head, you’re picturing our beautiful flora and fauna, our stunning beaches, and the Great Coral Reef. You finally arrive after a long flight, eager to explore the country. You’re expecting the Great Coral Reef to be boasting colour, to look like all the pictures spotted online. Instead, you find what looks like a wasteland – a reef that has essentially been bleached to death. As Australians, we have to wonder what went wrong. If we really loved and cared for our environment, how could we not be protecting the reef, preventing any further damage? Recently, Hawaii banned sunscreens containing the chemicals oxybenzone and octinoxate, reasoning that these chemicals were causing harm to coral. Yet, in Australia, banning sunscreens with these chemicals are seen as drastic and useless measures, which simply isn’t true when you look at the facts. 

This is an example of an “imagined scenario” starter. How to Write a Killer Oral Presentation outlines other ways to start your speech with examples! If you’re having trouble figuring out how to start with a BANG, definitely make use of this resource.

No Enthusiasm

I say this to my students regardless of the English SAC that they’re writing – you want your writing/speech to reflect that you are indeed learning and enjoying your education. Your teacher will be able to tell if you choose a topic that you have no interest in, or if you are simply regurgitating information. Use this SAC to learn about an issue and take interest in your learning. Believe me, your grades will thank you for it.

4. Incorrectly Using Visuals

Whether you are allowed to present with visuals or not is up to your English teacher. However, it is essential that you do not incorrectly use these visuals, as it can cost you marks. Avoid:

Overusing PowerPoint Slides

I’m a bit old-fashioned myself and honestly prefer presenting a speech with no images. That’s not to say that some images can’t be a great addition to your piece. However, PowerPoint can quickly steer you away from presenting your topic in an engaging manner. 

This is an oral presentation with a stance on an issue, not an assessment where you are marked for presenting information to an audience. Therefore, reading off of PowerPoint slides is a big NO. 

Using Cluttered Infographics

The point of focus of your oral presentation should be on YOU – your words, your stance on the issue. This ties into the PowerPoint criticism I made above, but using a cluttered infographic takes away from your well-written speech. Below is an example of an overly cluttered infographic:

If your speech was on renewable energy, your audience would be detracted from your stance, and too focussed on reading the information from the visual. If you have any key information that needs to be explained, it is better to embed this into your speech than rely on an infographic. ‍

5. Disregarding the Statement of Intention

If you’ve finished writing your speech, you may have let out a big sigh of relief. But don’t get too comfortable yet – you still have to write your statement of intention ( SOI ). This piece of writing is supposed to accompany your speech, and it’s worth 25% of your SAC mark. Do not waste all your hard efforts by not taking the SOI seriously. 

I like to think of an SOI as a language analysis of your own speech. Essentially, you should be explaining your choice of language, tone, and rhetoric, and justifying why that would make a profound impact on the audience.  Make sure you understand what an SOI is.

I like thinking of this as a three-step approach:

• Quote my own speech 
• Explain why and how my language would impact the audience
• Link back to my overall contention of the issue

‍ How to Write a Killer Oral Presentation outlines exactly what is expected of you in this section of your SAC. If you’d like to see an annotated A+ statement of intention, be sure to check it out!

I hope that going through these mistakes will help you when writing your own oral presentation! It’s always best to ask your teacher or English tutor for advice if you’re unsure of where to start. Happy writing!

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

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

We've explored themes, characters, literary devices and historical context amongst other things over on our Women of Troy by Euripides blog post. If you need a quick refresher or you’re new to studying this text, I highly recommend checking it out as well as our Ultimate Guide to VCE Text Response .

Here, we’ll be breaking down a Women of Troy 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!

The Prompt: ‘“We are loot my son and I, soldiers’ plunder.” Discuss how Euripides highlights the plight of women taken as slaves in war.’ 

Step 1: Analyse

The first thing to note about this prompt is that it is a 'how’ question , it is essentially asking us to identify the literary techniques Euripides has employed in order to ‘highlight’ the women’s ‘plight’. The noun ‘plight’ is defined as a troublesome or unfortunate situation, yet we must consider this word in the context of war. How do the women suffer? In other words, how does Euripides demonstrate to his reader just how dejected the women are as slaves?

Step 2: Brainstorm

It is relatively simple to identify the literary techniques which consistently appear throughout Euripides’ play, such as imagery, metaphor and simile ( not entirely sure what literary techniques are? We have a list of them for you here ). However, keeping in mind we have to form three paragraphs, we should consider Euripides’ authorial voice more broadly. For example, the women consistently lament their disillusionment with the gods. This is not a literary technique in itself, but it is still a literary choice which Euripides has made and which has been deepened with more specific literary devices like metaphor. The same could be said for the women’s struggle for hope, and the contrast between their joyous pasts and dismal futures.

Step 3: Create a Plan

Unlike a ‘to what extent’ question, we do not have to form an argument. Instead, we must forge a discussion of Euripides’ literary decisions as a playwright.

P1: Euripides juxtaposes the triumphant pasts of the Trojan women with their tragic futures. The 'shining citadels of Troy' are now a 'black smokened ruin’.

P2: Euripides illuminates the women’s attempts to retain futile hope. Note that hope also comes in the form of revenge.

P3: The dramatic irony of the play renders the women’s desperate calls upon the gods all the more tragic. Here, we can also make reference to the prologue, and Athene’s ploy to create a storm on the Greeks’ journey home which also ultimately affects the women.

At the heart of the conflict in The Women of Troy , lies the anguished 'suffering' (1) of the Trojan women as they confront their fates as 'slaves', and remember their pasts as wives and mothers. In his tragedy, first performed in Athens circa 415 BCE, Euripides amplifies the conflicted voices of the Trojan women, voices which are by contrast suppressed and disregarded in the Homeric works the Iliad and the Odyssey . Euripides’ stark dichotomy between the glories and 'rituals' of the past, and the sombre 'grief' of the present, elucidate the magnitude of their losses, both material and moral. For as Andromache laments, these women have been objectified as 'loot', mere spoils of war to be abused and exploited. (2) The women’s tendency to clutch onto chimerical (3) hopes and values only serves to further illuminate the profundity of their suffering once these ambitions have been brutally quashed in the 'dust' of their 'smoke blackened ruin' of Troy. Perhaps most significantly, Euripides juxtaposes the lingering though pitiful hope of the women with the gods’ complete 'desert[ion]' of Troy, positioning the women in an ironic chasm of cruel abandonment. Thus, the plight of women as wartime captives is dramatised by Euripides, corralling the audience into an ultimate stance of pity and empathy.

Annotations: (1) It is often useful to embed short/one word quotes in your essay (we teach you how in How To Embed Quotes in Your Essay Like a Boss ). It shows you have a great understanding of the text, and reads fluidly as opposed to overly long quotes.

‍ (2) Here, I have addressed the quote in the prompt in a single sentence, unpacking Euripides’ analogy of Andromache and Astyanax as ‘loot’. By comparing the two characters to war spoils, he is suggesting that they have been stripped of their free will and autonomy.

‍ (3) It is really important to vary your vocabulary in order to increase the sophistication of your essay. The adjective ‘chimerical’ refers to an ideal which is impossible to achieve.  

Euripides’ juxtaposition between the dismal future of the Trojan women and the zenith of their pasts, further illuminates the chasm of their sufferings and losses as the ultimate victims of wartime atrocities. Chiefly, Euripides contrasts Hecuba’s former royal status with the demoralizing fate of her captivity, encapsulating this tragic fall from nobility with the ironic imagery, 'throned in the dust’. Yet perhaps what truly emphasises her plight as a slave is her enduring role as a maternal figure of leadership, encapsulated in her regard of the chorus as '[her] children' and her reciprocated address as 'dear queen' and 'your mother'. Despite the 'death agony' she feels, she chooses to maintain her nobility through the depth of her morality, dramatizing the pitiful nature of her plight (4) . Moreover, Euripides’ juxtaposition between the 'shining citadels of Troy' and the 'misery' of the chorus elucidates the significance of 'home', a source of solace which has been barbarically stripped away from them. Likewise, Andromache laments her past as a dutiful and faithful wife, contrasting her fidelity against her fate as a 'concubine' to the formidable Neoptolemus (5) . Euripides implies that Andromache must abandon her reputation as the 'perfect wife' – the very attribute for which she was chosen especially – doomed to confront a life of sexual slavery, an unwilling mother of Neoptolemus’ children.

Annotations: (4) Here, I have used the word ‘plight’, making sure I am engaging directly with the prompt. It is often easy to fall into the trap of creating a generalised essay which only loosely adheres to the question. 

‍ (5) It is more sophisticated to specify the name of Andromache’s husband (Neoptolemus), rather than to just simply state ‘Andromache’s husband’ (even though he is not featured as a character in Euripides’ play).

Euripides (6) characterises the women by their tendency to clutch on to 'hope[s]' and ideals that are impossible to fulfil. Almost a coping mechanism of sorts, the chorus paradoxically romanticise the Greek landscape in the first episode, lauding the 'sacred halls', 'green fields', 'beautiful river[s]' and 'wealth' of Hellas. Yet, their ardent critiques of their future 'home[s]' rejects any notion that the women truly believe these glorifications of the Greek realm. Similarly, Hecuba is motivated by her futile hope that Astyanax may one day seek vengeance and be 'the savior of Troy' by 'rebuild[ing]' the city. Yet tragically, this doomed hope is violently quashed by Odysseus 'blind panic' and acute lack of rationality: the 'liar' and 'deceiver' who 'lead the Greek council' in their debate. Though this hope initially provides her with some form of solace, all comfort is dashed with the announcement of his 'butchery'. Likewise, Cassandra is motivated by her own pursuit for revenge, lauding her 'sacred marriage' to Agamemnon as an event worthy of 'praise' and 'celebration'. Yet her hope is also jaded, for she must in the process 'flout all religious feeling' as a slave of Agamemnon’s 'lust', until she meets her painful hour of death at Clytemnestra’s hands.

Annotations: (6) Notice that several of the sentences have begun with ‘Euripides characterises’ or ‘Euripides illuminates’, engaging with the ‘how’ part of the prompt. We are showing what the author has done and why.

Ironically, Euripides illuminates the plight of the Trojan women through his dramatic elucidation of the gods’ callous abandonment of the ruined Troy. Euripides juxtaposes the past 'rituals', 'dances', 'songs', 'sacrifices', 'offerings' and 'ceremonies' of the chorus with their bitter laments that 'the gods hate Troy' and that they are ultimately characterised by avarice. They are neither answered not consoled in their ultimate time of mourning, for the audience is aware that Poseidon has fled the scene in the prologue, disillusioned by the 'ceas[ing]' of 'worship', leaving 'nothing (…) worth a god’s consideration' in the fallen city. What is also rendered ironic by Euripides, is Athene’s formidable ploy to 'make the Greeks’ return home a complete disaster.' Regardless of Athene’s true motives for instigating this ultimate pursuit of comeuppance, the fact remains that the women too must endure this perilous journey to Greece. Not only are the despairing wives, mothers and daughters condemned to 'abject slavery' on foreign soil, they are 'innocent: victims who may – alongside the Greeks – find themselves on the shores of Euboea, among the 'float[ing] (…) corpses' of the Greek soldiers. They are not simply abandoned by the gods, they are, directly or indirectly, punished. (7)

Annotations: (7) This is a more original point which other students may not automatically think of. We often view Athene’s ‘ploy’ as a deserved punishment of the ‘murderous’ Greeks, yet there is no true justice, for the women too are ultimately affected.

In a play which serves to fill the silence of the Trojan women in the legendary works of the Iliad and the Odyssey (8) , Euripides augments the pitiful plight of the Trojan women with agonizing references to past 'happiness', and equally unbearable forecasts of their roles as 'slaves' of Greek lust. They are indeed 'loot' and they are indeed 'plunder' – as Andromache so bitterly laments – yet their plight is recorded in the works of 'poets' to come, remembered as a legacy of stoicism 'a hundred generations hence.' Taken as our 'great theme', these women are 'sufferer[s]', yet they are also heroes.

Annotations: (8) Just as I have done in the introduction, I have referred to the context of the play in the conclusion. The Iliad and the Odyssey provided the framework for Euripides’ play, so by referencing Homer’s works we are showing the examiner that we have an understanding of the historical context. 

If you'd like to dive deeper into Women of Troy, check out our A Killer Text Guide: Women of Troy study guide. In it, we teach you how to how to think like a 50 study scorer through advanced discussions on topics such as views and values and metalanguage, we provide you with 5 A+ sample essays that are fully annotated and everything is broken down into easy-to-understand concepts so that students of all levels can understand and apply what we teach!!

• Introduction to William Wordsworth and Romanticism
• Key Features of Romantic Poetry
• Poetic Analysis Examples

1. Introduction to William Wordsworth and Romanticism

William Wordsworth was a British poet and primary co-founder of the Romantic literary movement. He strongly believed that the poetry of the nineteenth century was much too fast-paced and too mindless to be able to evoke a meaningful message to the reader. Contending that ‘all good poetry is the spontaneous overflow of powerful feeling,’ he wished to pioneer Romanticism to create a genre of poetry that reminded the reader of the very essence of humanity.

As such, Wordsworth and fellow poet Samuel Taylor Coleridge founded a new style of poetry through their co-written 1798 Lyrical Ballads , a collection of poetry which attempted to unite the human condition with the tranquility of nature. 

As a resident of England’s picturesque Lake District, Wordsworth enjoyed becoming one with nature by wandering through the neighbouring hills, moors and lakeside views, while mentally composing poems inspired by its glorious elements. 

William Wordsworth: Poems Selected by Seamus Heaney 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 .

2. Key Features of Romantic Poetry

The Romantic movement of poetry was founded during the Industrial Revolution, a period in which people were growing farther from the serene comfort of nature and closer towards modern mechanisation and mass manufacturing. As such, a primary characteristic of Romantic poetry is nature, as poets attempted to remind humanity of its meditative respite, and the comfort it could provide in the backdrop of the pollution that accompanied the growing industrialisation of England. 

Wordsworth was a pantheist and believed that God was within every aspect of the natural world. In addition to this, he categorised himself as an ardent ‘worshipper of nature’. Thus, much of his poetry explores nature in a sacred and religious sense, presenting goodness and naturalness as synonymous - aptly displaying his belief of nature as a living, divine entity that could only to be ignored at humankind’s peril. 

Emotionalism 

Romantic poetry subdues reason, intellect and the scientific truth in order to place more focus on the ‘truth of the imagination’. As a result of the harsh rigidity and rationality of the Enlightenment era, all human sentiments, from melancholiness to hopefulness, were celebrated by Romantics as important instruments in poetry to remind the common people of sentimentality in a modern and intransigent era. 

As Romantics believed that these feelings allowed one to look deeper into one’s self, the theme of powerful emotions constructs the very essence of Romantic poetic poetry. As a result of this, rather than placing much importance on sense or sensibility, much of Wordsworth’s poems scrutinise his own effusion of feelings and the universal truths that these help him discover, speaking as the characteristic Romantic poet occupying a sentimental place of alienation.

Rebellion and Individualism

The Industrial Revolution oversaw the creation of distinct class differences between the extremely wealthy class of businessmen, and financially struggling workers and entrepreneurs. Poets, like all other artists, were forced to become increasingly independent and needed to rely on their unique vision and style in order to succeed in their gradually declining line of work. The Romantics subsequently began to view themselves as heroes who challenged and overcame the social challenges that arose; as champions of independence and self-awareness. As such, Romantic poetry often features characters or symbols of valiant heroism, as the poet acts as a visionary figure in his work, like a prophet telling of poetic self-awareness. 

The Sublime

In accordance with their celebration of human emotions, Romantics also became fascinated with the literary conception of ‘the sublime’, a mental state that Classical authors such as Longinus defined as ‘physical, moral, intellectual, metaphysical, aesthetic, spiritual, or artistic greatness’ that is of such magnificence that it cannot be measured. 

The Romantics explored these extraordinary experiences in their poetry, describing the power of such sublime experiences on one’s senses, mind and imagination. Wordsworth expressed in his essay that a sublime experience is what occurs when one’s mind attempts to attain ‘something towards which it can make approaches but which it is incapable of attaining’. For example, his biographical poem, The Prelude recounts his ascent of Mount Snowdon and the sublime emotions he experiences as a result of its powerful atmosphere. 

Many have viewed Wordsworth’s view of the sublime as the Romantic standard, as his poetry focuses equally on both the alluring and devastating aspects of such sublime experiences. His work focuses on the intertwined pleasure and terror that is generated as a result of such experiences, and how either end of the spectrum is ultimately beautiful and inspiring.

Context is really important when engaging with a text in VCE English, so be sure to read Context and Authorial Intention in VCE English .

3. Poetic Analysis Examples 

Example passage 1.

Books! 'tis a dull and endless strife: Come, hear the woodland linnet, How sweet his music! on my life, There's more of wisdom in it.

And hark! how blithe the throstle sings! He, too, is no mean preacher: Come forth into the light of things, Let Nature be your teacher.

This passage, taken from Wordsworth’s Tables Turned; An Evening Scene on the Same Subject , is a primary example of a poem displaying the Romantics’ propensity and reverence for the natural landscape.  

Thematic Analysis

The speaker of the poem contrasts the ‘endless strife’ of book-learning to the spontaneous and liberal method of learning through interacting with nature. The description of the ‘woodland [linnet’s]’ song as ‘sweet’ music evokes an image of heavenly bliss associated with the charms hidden within nature. That ‘there’s more of wisdom in’ such nature works in tandem with this, as the speaker asserts that the natural landscape is able to teach a lesson of a magnificence incomparable to the monotony of the ‘dull’ studying thorough book-learning. 

The speaker’s evocation of ‘blithe’ emotions through sound is continued in the second stanza, in which ‘the throstle’ delivers another divine ‘song’ in an attempt to entice the reader. The speaker furthers his advocation for natural learning through a condemnation of route learning, as he attacks teachers of such as ‘mean preachers’. The directly following use of a pun emphasises this contrast, as the ‘light of things’ symbolises both the enlightenment that will accompany nature’s teaching, as well as the literal ‘light’ of nature underneath the sun. 

The final line of the passage summarises the speaker’s persuasion aptly, as the phrase, ‘let nature be your teacher’, rings similar to a passage which can be found in the Bible; the speaker thus implies that the natural world is the all-superior entity and source of knowledge that one should take lessons from. 

Stylistic Analysis

The rhyme and the rhythmic beat of the poem give it a sound comparable to a nursery-rhyme. This works in tandem with the Romantic viewpoint that great poetic language should be simple, accessible and conversational; as understandable to the common people as a nursery rhyme is to a child. This similarity also works in accordance with the authorial message of the poem, that nature should be a universal ‘teacher’, as nursery rhymes are often employed as enjoyable sing-songs that educate children on a moral level. As such, Wordsworth here strengthens his viewpoint through his poetic words; that nature should be a mentor to all. 

Example Passage 2

‍ For thou art with me here upon the banks  Of this fair river; thou my dearest Friend,  My dear, dear Friend; and in thy voice I catch  The language of my former heart, and read  My former pleasures in the shooting lights  Of thy wild eyes. Oh! yet a little while  May I behold in thee what I was once,  My dear, dear Sister! and this prayer I make,  Knowing that Nature never did betray  The heart that loved her; 'tis her privilege,  Through all the years of this our life, to lead  From joy to joy… Therefore let the moon  Shine on thee in thy solitary walk;  And let the misty mountain-winds be free  To blow against thee: and, in after years,  When these wild ecstasies shall be matured  Into a sober pleasure; when thy mind  Shall be a mansion for all lovely forms,  Thy memory be as a dwelling-place  For all sweet sounds and harmonies; oh! then,  If solitude, or fear, or pain, or grief,  Should be thy portion, with what healing thoughts  Of tender joy wilt thou remember me,  And these my exhortations! Nor, perchance—  If I should be where I no more can hear  Thy voice, nor catch from thy wild eyes these gleams  Of past existence—wilt thou then forget  That on the banks of this delightful stream  We stood together; and that I, so long  A worshipper of Nature, hither came  Unwearied in that service: rather say  With warmer love—oh! with far deeper zeal  Of holier love. Nor wilt thou then forget,  That after many wanderings, many years  Of absence, these steep woods and lofty cliffs,  And this green pastoral landscape, were to me  More dear, both for themselves and for thy sake!

This passage is taken from the final section from Lines Composed a Few Miles above Tintern Abbey , a critical work in Wordsworth’s poetic career. Tracing the growth of his mind in different periods of time, the poem is a condensed, spiritual autobiography of Wordsworth himself as it views his younger self from the perspective of his older self, weighing the sense of ‘loss’ suffered against the belief that the years have brought him ‘abundant recompense’. 

After recalling his experiences with nature over his formative and adult years, the speaker now addresses his younger sister Dorothy, as he gives her heartfelt advice about what he has learnt. Here, Dorothy becomes a ghost of his former self, as he hears ‘the language of his former heart’ when she speaks and perceives his ‘former pleasure’ in the ‘soothing lights of [her] wild eyes’. 

The speaker depicts his loyalty to nature and its reflective loyalty to him, by the expression that ‘nature never did betray [his] heart’ that loves Dorothy, and this is the reason they have been living from ‘joy to joy’, lending nature a role of salvation. 

The speaker then directly addresses the moon as a kind of separate entity, in order to ask it to bless his sister by shining on her ‘solitary walk’, so that when she is an adult her mind may become a ‘mansion for all lovely forms’. This is an ode to the harshness of the society at the time, in which the privileged businessmen and factory owners possessed a monopoly over British wealth, and accompanying prejudices clouded social judgement. As such, the speaker expresses his desires for his beloved sister to be exempt from such hardship that he was once subjected to, so that she can enjoy ‘sweet sounds and memories’ without experiencing the vexations of an unrelenting human society. 

The conclusion of the poem is cyclic, as it takes the speaker back to the ‘green pastoral landscape’ of the beginning of his meditations. This symbolises the omnipresent timelessness of nature. As the speaker muses upon his ‘past existence’, he wishes to convey his own reverence for nature to his beloved sister, as he expresses that she will not forget the ‘steep woods and lofty cliffs’ upon which he first understood and respected nature. 

The language utilised in this poem is lucid and natural, characteristic of Romantic poetry. The simplicity of the words chosen by Wordsworth effectively communicate the honesty of his own emotions towards nature. The elevated blank verse structure furthers this simplicity, as its familiar and easy tone is like that of a comfortable heartbeat or pulse that runs throughout one’s body in a serene state of mind. 

Ultimately, the unconstrained and liberating tone of the poem, in accordance with its free blank verse structure emphasises Wordsworth’s belief that nature is within our very selves. Just as the poem runs smoothly and continuously, akin to a human pulse, Wordsworth suggests that nature too runs within everyone as an incessant heartbeat, necessary in order to experience a ‘warmer’ and ‘holier’ love for this universe.

The Lieutenant 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 .

Grenville’s novel follows the life of protagonist, Lieutenant Daniel Rooke in his journey with the first fleet. Rooke’s primary conflict is his choice between his moral conscience and duty as a soldier. Because he is aware from an early age that he is out of step with the world, he tends to be more reasonable in his way of dealing with conflict. His final response to his inner conflict is to stand strongly by what he believes.

The Lieutenant at its core is a journey of self-discovery as Daniel Rooke navigates the immoral waters of British imperialism and its impact on the indigenous Australians. Becoming closer to Tagaran, Rooke attempts to bridge cultural barriers through the transformative power of language. Rooke observes the scissions created by violence and the perhaps misplaced Western superiority and is perpetually torn between his moral intuitions and his obligations and duty as a Lieutenant.

TIP: Have an understanding of the historical context behind The Lieutenant as well as the real life people that Grenville loosely based her novel off of. This means having a grasp on the first fleet, the British colonisation of Australia and important figures such as Bennelong.

Tip: i have included some examples from the text but this list is by no means exhaustive, occasionally there is a repetition of examples. it’s important to remember that examples are versatile and can be applied to many different themes and ideas. feel free to add and explore how other examples might enhance these themes..

Language dictates commonality and communication, yet to Rooke he discovers that central to the power of language is the willingness to cooperate, patience and respect. Throughout Grenville’s novel, however, it is clear that language can not only dispel the lasting vestiges of misunderstanding but it can also form the basis for racism and violence. It is through our language itself that reveals our biases.

The language of racism

• Weymark refers to the Indigenous men during their first encounter as “mister darkie” etc. each a patronising euphemism concealing his arrogant notions of superiority

The limitation of language to accurately portray and convey a moment

• “what had passed between Tagaran and himself had gone far beyond vocabulary or grammatical forms” (pg186)

The language of violence

• “what it said was I can kill you. He did not want her to learn that language. Certainly not from him” (pg224)
• “Violence had an enlivening effect. As long as someone else was the victim it made the blood pump, gave the world an edge of glamour” (pg239)
• “ Gamekeeper. He wondered whether that word had killed Brugden” (pg240)
• “The gun is the only language the buggers will understand” (pg241)
• “war was a species of conversation” (pg108)

Assumed cultural superiority of British empire

The hierarchical nature of British Society stands in diametric opposition to the community-oriented system employed by the Indigenous Australians. This hierarchy defines their people by their contributions to “Her Majesty” and shames and “punish[es]” all those who fail to comply with the loose morals and violence condoned by the British colonists. This notion is elucidated through the exploitation of the natives and the nations reliance on oppression and servitude to maintain its imperial status, put simply: their strength is an accident arising from the weakness of others. It is on this foundation that Grenville explores the violent treatment of the natives by the British and even their treatment of their own people.

• “In the world of Church Street, Benjamin Rooke was a man of education and standing and a father to be proud of. At the Portsmouth Naval Academy a mile away, he was an embarrassment” (pg6)
• “So we punish…. Every man is the same. If he steals, he is punished… It was interesting to hear that magnificent idea – the product of hundreds of years of British civilisation – spelled out so plain”(pg195)
• This was justice: impartial, blind, noble. The horror of the punishment was the proof of its impartiality. If it did not hurt, it was not justice.” (pg197)
• “By god they are savage… Dirty too, look at the filth on them”
• “they may be savages, we call them savages. But their feelings are no different from ours”
• Weymark resorts to derogatory name calling, urging on “my black friend” and “Mister Darkie” in his base supplications

Power of conscience

The morality that is ingrained in Rooke from the onset aligns quite naturally with our own moral standards. Yet Grenville encourages readers to explore the difficult choice between morals and disobedience. Rooke faces such a choice. To obey an order to accompany an expedition to capture or kill six indigenous men, this forms the central conflict of Grenville’s novel. As elucidated through both Rooke and Gardiner, moral acts that defy the expectations and “orders of Her Majesty” are deeply frowned upon.

• “But Rooke, think: this is not a request, it is an order” (pg246)
• “…spell out the consequences of refusal.” (pg248)
• “… the service of humanity and the service of His Majesty were not congruent” (pg249)
• “I am sorry to have been persuaded to comply with the order. I would not for any reason ever obey a similar order” (pg285)
• “your orders were a most gravely wrong thing, I regret beyond my words my part in the business” (pg285)

Violence is central to the operation of imperialists as the British tightens its grip on the Indigenous Australians. Grenville emphasises that the power sought out by the British empire will always come at the expense of the natives. Violence and force are used to assert power, confirm boundaries around usurped land, promulgate fear and discourage resistance. The gun becomes a symbol of the violence and force of the settle and they show little intention of relinquishing the dominant position that the gun affords them.

• The punishment for the mutineers of the Renegade reinforces Rooke’s understanding of institutional power and violence as one lieutenant is hanged in a gruesome spectacle and the others dispatched into a nameless void.
• Weymark is determined to affirm his dominance and establish the white man as a powerful force
• Brugden’s increased freedom with a weapon results in violence towards the natives which culminates in the kidnapping of the two native men who are “grabbed” against their will
• Brugden’s unchecked brutality, and Gilbert’s excessive use of force, highlights the colonialists’ use of violence as a means of achieving their goal

Duty, service, obedience and the military life

Conforming to the pressures of the British Empire, Rooke joins the marines and complicitly serves without attempting to question the morality behind his actions. Importantly, he joins the marines not out of patriotic pride, but because he believes it will aid him to pursue his academic curiosities and steer away from violence. Yet it only brings him closer to the reality that lurks behind the ostensibly moral quest of British imperialism.

Character Analysis

Tip: whilst the lieutenant focusses on rooke’s experiences, you can’t neglect the minor characters in the novel, they are there for a reason think about how these characters are similar or different, how their stories contribute to grenville’s overall message and their relationship with the central protagonist rooke. ‍, daniel rooke.

• Lieutenant on the first fleet
• Struggles to articulate his thoughts and emotions as he is afraid of being “out of step with the world”
• From a young age, Rooke’s interactions with others has made it clear to him that he is different. As such this dictates his response to conflict: blaming himself or withdrawing. His connection to Tagaran through mutual empathy demonstrates his ability to overcome conflict through mutual respect
• Rooke is bound by duty to Her Majesty yet finds his missions in conflict with his innate instinct for moral righteousness

Supporting quotes

• “quiet, moody, a man of few words”
• “he had no memories other than of being an outsider”
• Captain on the first fleet
• Stands in contrast to Rooke in every respect
• Storyteller that is obsessed with his narrative
• Ignores the cruelty and violence of the Imperialist expedition in favour of an interesting story
• Blinding opportunism that undermines his integrity
• His tendency to gloss over the violence committed in the name of Her Majesty reflects his loyalty to the expedition
• “man whose narrative was so important to him”
• “a storyteller who could turn the most commonplace event into something entertaining”
• Connects with Rooke through their mutual love for learning and language
• Tagaran voluntarily engages with Rooke in his quest to understand their language, this surpasses the clumsy and mandatory lessons imposed on Boinbar and Warungin.

Supporting quotes ‍

• “Forthright, ferless, sure of herself, she looked to him like a girl who had already mastered whatever social skills her world might demand”
• “a clever child like Tagaran was the perfect choice: quick to learn, but innocent. Curious, full of questions but only a child”
• Gardiner acts as a foil character to both Silk and Rooke, sharing the same trials and tribulations as Rooke however responding differently than Silk
• Rooke’s friendship with Gardiner establishes the grounds for their later discussions on language, the treatment of the natives and the imperialist machine as Gardiner sets an example of the consequences of going against the duties required of him
• Brugden is portrayed as an essential element of colonising and the survival of the British fleet. As an embodiment of violence, Grenville suggests that integral to the operation of imperialism is crude and unwavering violence
• “Brugden, out there in the woods, that powerful chest… He would be an efficient killer”
• “Something had happened out there in the woods about which Brudgen was remaining silent”
• “The prisoner, taller than anyone else, his powerful frame half bursting out of its thread bare check shirt…”  

Lancelot Percival James

• Family of slave owners, product of the empire
• Rooke’s inability to understand James is symbolic of his values not aligning with that of the British empire. It foreshadows his later conflict with the value of the empire
• James symbolises the derision of the British hierarchy
• “Gamekeeper! The word suggested the society that Lancelot Percival James had boasted of at the Academy… But New South Wales was no gentleman’s estate… and the gamekeeper was a criminal who had been given a gun” (pg91)

By the way, to download a PDF version of this blog for printing or offline use, click here !

Interesting Points of Analysis

Silk’s Narrative

• Why is Silk obsessed with documenting the first fleet? What does he seek when he writes?

Rooke’s job as an astronomer

• Initially signing up for the first fleet as an astronomer, Rooke’s job is supposed to be observing comets and stars yet when he arrives he is tasked with a multitude of laborious tasks that hinder his astronomical work. In what ways does this act as a microcosm for the imperialist mission in Australia?

VOCAB: microcosm - a situation or event that encapsulates in miniature the characteristics of something much larger.

Rooke’s life in Antigua

• Why did Grenville include this section? What does it add to Rooke’s journey? Why does Rooke choose to do this?

Third Person Omniscient Narration

• Written from Rooke’s perspective, whose opinion do we hear the least of? And what unique perspective does Grenville’s choice of narrative perspective offer us?
• Grenville’s language reflects Rooke’s love for language. Her choice of imagery reveals Rooke’s way of seeing the world. For example, “crescent of yellow sand like a punctuation mark” accentuates Rooke’s tendency to observe his world as a linguist might and  highlights Rooke’s deep connection with language. Likewise, Rooke’s perception of a gun that speaks a language that “does not require listeners” emphasises his natural tendency to think as a linguist. Grenville does not write in an overly complex, dense or poetic way in order to mirror Rooke’s tendency to view things logically

How does the setting that Rooke finds himself in mirror or parallel the emotions that he experiences?

• Naval Academy (Portsmouth)
• “just another world that wrenched him out of shape”
• “sucked out of his spirit and left a shell being”
• “closed in on itself”, “narrow”, “squeezed tightly”
• Sydney Cove
• “There is nowhere in the world that I would rather be”(pg97)
• "On the northern shore, high dark prows of headlands hung over the water, the sombre woods pressing down into their own reflections. To the south the land was lower, each bay and promontory shining with the glossy leaves of mangroves. Now and then between them a crescent of yellow sand was like a punctuation mark” (pg89)

TIP: Just like the minor characters I mentioned before, meaning and themes come from all aspects of a novel not just plot points and major characters. By including niche examples such as the setting or the narrative perspective, you can demonstrate that you have a really thorough understanding of the text!

Video Transcription

This video’s takeaway message focuses on tackling essay prompts that include quotations. The extra quote with the prompt can seem superfluous, but often, they can provide hints about how to tackle or challenge the essay topic. It is there for a reason, and if you are familiar with the quote, I would recommend that you try to incorporate it into your essay!

Before we unpack today’s essay topic, let’s have a look at background information.

Kate Grenville’s The Lieutenant explores the commonality of the human spirit amidst tumultuous conflict during the First Fleet’s arrival in Australia in 1788. Drawing upon the true experiences of William Dawes, a British astronomer and one of the lieutenants to travel with the First Fleet, Grenville crafts a work of fiction inspired by Dawes’ “two little blue notebooks” detailing his growing understanding of the Aboriginal language Gadigal and his conversations and connection with Patyegarang, a young Aboriginal girl.

The ability for two individuals from completely different worlds to transcend their differences in order to share cherished moments and understandings together is exemplified in The Lieutenant , alongside the rife external and internal conflicts which threaten such relationship.

Today’s prompt is:

“But a man could not travel along two different paths.”

How does Grenville explore Rooke’s conflict of conscience in The Lieutenant?

Start off with focusing on the keywords in this prompt, especially the phrases that resonate with you for Steps 1 and 2 of brainstorming (which I have previously covered in other essay topic breakdowns.)

In particular, let’s have a look at the phrase “conflict of conscience” as this captures the essence of the prompt and what you will need to discuss in your essay.  

Conflict of conscience suggests internal conflict, which implies that we will need to consider morality and the concepts of right and wrong, especially when a difficult decision must be made and ‘sides’ need to be taken.  

Conflict itself is a central theme of The Lieutenant , however, it is important to recognise that this topic considers conflict through the narrower lens of ‘conflict of conscience’. This means that in your discussion, the relevance to the prompt is crucial to keep in mind to ensure you are actually answering the question!  

But first, let’s analyse the quote:

“But a man could not travel along two different paths”

This quote alludes to Rooke’s realisation regarding the reality of his identity, not only as Tagaran’s friend or “kamara” but also as a soldier or “Berewalgal". The resignation and recognition of the impossible – that is, for Rooke to continue attempting to appease both ‘sides’ without making critical decisions about who and what he ultimately valued more - is evident in this quote. Hence, this quote refers to the conflict of conscience he experiences and provides us with an insight into not only his character but also conflict itself.

Why is it not possible for a man to travel along two different paths?

What would happen if he tried?  

Why was this realisation important for Rooke, especially for his character and development?

These are the kinds of questions coming to mind upon seeing that quote alone, which all provide hints as to how I might tackle this prompt.  

Now that we have looked at a few ideas related to the question, we’ll now move into potential paragraphs for this essay.

Paragraph 1: Grenville’s utilisation of Rooke’s perspective in detailing his thought processes, observations and realisations reveals the facets of Rooke’s character contributing to his internal conflicts.

Remembering this is a ‘how’ prompt, we want to be analysing ways in which Grenville explores Rooke’s conflict of conscience. In this paragraph, I have chosen to focus on the raw and intimate expression of his inner thoughts and consciousness as the ‘how’ aspect.  

The detailed perspective reveals Rooke’s naivety in assuming the possibility of maintaining a peaceful connection with Tagaran and the Aboriginal community amidst turbulent and violent times. Consequently, it highlights his realisations regarding the morality of the conflicts he is involved in, and how despite one’s admirable intentions, “a man could not travel along two different paths” without facing dire consequences for their actions.  

Questions I might ask myself here include: why does Rooke initially try to deny the reality of his situation? What does his preference for a peaceful and accepting approach towards the Indigenous Australians suggest about his approach to conflict?

This cognitive dissonance ultimately contributes to his internal conflict between the value he places in his connections with Tagaran and her community and in his duties and obligations as a lieutenant. As readers, we come to realise the duality of this conflict in Rooke’s mind through the limited omniscient third person perspective, which provides us with an insight into Rooke’s shifting understandings of Indigenous people, conflict and even himself.  

I would then continue unpacking these changing understandings, especially ones relevant to his character which reveal his internal conflicts further. ‍

Paragraph 2: In addition, the stark contrast between Rooke’s approach to his conflict of conscience and other soldiers’ approaches underscores the rationale behind his actions and the stakes ineluctably linked with his choices and morality.  

This paragraph’s analysis revolves around Grenville’s inclusion of a host of different characters and outlooks - from Indigenous Australians to intransigent Colonial perspectives. I would emphasise the importance of juxtaposition between these different perspectives as it elucidates the values and beliefs underpinning each individual’s choices, especially during conflict.  

Although the core of the essay discusses internal conflicts, highlighting the connection between internal and external conflict would add another layer of complexity to your essay. Rooke’s conflict of conscience results in his permanent departure from Australia, and fleshing out the ramifications of dissent and opposition towards other Colonials is key in demonstrating your understanding of the complex and intertwined nature of conflict.

Paragraph 3: Through the detrimental implications of Rooke’s initial conflict avoidance, Grenville’s focus on his subsequent self-awareness to unite his morals and his actions highlights the strength of his character to resolve his internal conflicts to prevent further perpetration of injustice towards the Aboriginal population.  

Here, I am having a closer look at how Rooke's encounters with his conflicts of conscience and the repercussions of his actions in attempting to take a ‘middle-ground’ stance catalyse his development as an individual - in particular, how it solidifies his moral stance and his decision to act in a manner that reflects his beliefs.  

By showing Tagaran how to load the gun but not how to fire it, or by accepting the navigator role but distancing oneself from the group, he endeavours to avoid conflict with either ‘side’. However, passivity is a stance within itself, and in the case of the treatment towards Indigenous Australians, Rooke’s silence in not rejecting the actions of other “Berewalgal” inevitably enables injustice to continue.  

It is only through his understanding that non-committal actions also incriminate him as a perpetrator that his choice to sacrifice his Colonial obligations for taking an active stance to fulfil his moral obligations comes to light. This reveals the role that internal conflicts may have in inciting powerful change and realisations in an individual.  

The complexity of internal conflict can be difficult to discuss, but by using the quote provided in the prompt and asking yourself questions about the implications of the quote, we are able to delve into and construct a sophisticated understanding of The Lieutenant and of conflict itself.

LSG-curated sample essay topics for The Lieutenant

Now it's your turn! Here's a list of essay topics for your studies:

• The Lieutenant demonstrates how an individual's true self emerges in the face of conflict.' Discuss. ‍
• ' The Lieutenant shows the catalysts for miscommunication and misunderstanding between the First Fleet and the local Aboriginal population.' Discuss. ‍
• ' The Lieutenant presents a society where sustained, amicable relations between the "Berewalgal" and the Aboriginal population were impossible.' Do you agree? ‍
• “But a man could not travel along two different paths.” How is Rooke's conflict of conscience explored in The Lieutenant ? ‍
• 'Rooke's own differences furthered his understanding of and connection with Tagaran.' Discuss. ‍
• "You did not learn a language without entering into a relationship with the people who spoke it with you." How is this concept explored in The Lieutenant ? ‍
• "The intention of evil was there which is all that God see when he looks into our hearts." 'Grenville explores the importance of intention over action in The Lieutenant .' Discuss. ‍
• Why are Rooke's realisations about and outlook on the world an anomaly? ‍
• ' The Lieutenant explores how social change can only happen with dissent and non-conformity.' To what extent do you agree? ‍
• How does Grenville construct morality in The Lieutenant ? ‍
• 'Rooke discovers that exploration of the self is crucial in shaping one's sense of identity.' Discuss. ‍
• 'It is easier to resist change than to enable it.' How does The Lieutenant demonstrate this idea? ‍
• 'In The Lieutenant , it is the individual who determines what is possible and what is impossible.' Discuss. ‍
• "If he were to go back to that night on the sand of Botany Bay, would he make the same choice again, knowing that this was where it would lead him...?" How does Grenville explore how and why difficult choices are made? ‍
• 'Intransigence and a sense of superiority ultimately prevent unity in New South Wales.' Do you agree?

8. Resources

Download a PDF version of this blog for printing or offline use

The idea of VCE English assessments can sometimes be a bit daunting. Always so much you want to write, never as much time as you need and they always seem to come around sooner than you think. But there is never as much cause for alarm as you think and I’m willing to guarantee that almost everyone reading this is so much better than they think at English . 

You’ve already come so far from where you started in your high school English journey. I’d like to challenge anyone reading this to go and find the earliest English essay you’ve got tucked away somewhere. I’ve done this myself and, if yours is anything like mine, you’ll be almost disgusted by what you find. Year-7-me just loved to retell the story, cling to my rigid TEEL formulas and leave my quotes just dangling, write the same basic paragraph three times and call it a complete essay. Not a pretty read and I’m sure a couple of you can relate. But, this exercise does at least prove a very valuable point: you are capable of improving at English .

So let’s start thinking about that essay you’ve got coming up again. You’ve just given yourself a nice confidence booster with that walk down memory lane, reminding yourself that you are a more-than-capable English student these days. But all you now want to do is your very best for this next essay. But how do you keep improving between now and then? After all, if you knew what you had to do to improve your English, you’d already be doing it, right? So what we’re going to do now is to have a look at what taking your essays to that next level really looks like; how you can improve your writing between now and then, whenever that might be. 

So to do this, we’re going to take an already good paragraph and improve it together. Take this one, one that I conveniently prepared earlier to a Station Eleven prompt that has to do with the theme of memory/history.

Part 1: The Good Paragraph

Q: Mandel shows the importance of remembering the past. To what extent is this true?

A: In Station Eleven, the characters often find meaning from the creation of enduring legacies. Mandel demonstrates this idea through the naming of Jeevan’s son after his brother, Frank. By creating such an enduring legacy for a character who believes in the power of such legacies - 'they’re all immortal to me' - Mandel implies that characters like this are able to achieve meaning and fulfilment by preserving these legacies. Mandel also uses the character of Miranda to highlight the importance of legacies to provide meaning where Miranda lacks it in her day-to-day life. Even though Miranda’s life is left incomplete by her sudden death, the beauty in the scene of her death suggests that a sense of fulfilment has been achieved despite the emptiness of her life relative to other characters: 'its extravagant sunsets and its indigo sea'. Hence, the meaning in her life comes from the legacy that she creates from the art she makes in her 'independent' life. This is contrasted against the character of Arthur, whose legacy does not influence any events in the post-flu world, because of his failure to create legacy or meaning beyond his day-to-day life. Further, Arthur’s death in the hectic Elgin Theatre has far less beauty than that of Miranda, implying less fulfilment in his life. Therefore, Mandel uses her text to demonstrate the value of creating legacies that allow others to remember the past.

Let’s call this our good paragraph. I’ve modelled this off of an essay I found from my Year 10 self, as happy as Year-10-me would have been with this performance, it’s far from perfect. But, it is a very functional paragraph that does all that a paragraph really needs to do. It introduces an idea, justifies it with evidence, links back at the end and doesn’t waste too much time retelling the story. So now we get to the fun bit: we’re going to take this already good paragraph, and turn it into a better paragraph.

So how do we make a good paragraph better ? 

Well, for a start, we can integrate our quotes so that the paragraph reads better . You’ll see in just a second how much of a difference this can make. This is something I learnt to do between Years 10 and 11. Other improvements that could be made include answering the prompt more directly and using some of the language of the prompt within our answers. So let’s change this and see now what these small differences do to our paragraph.

Part 2: The Better Paragraph

A: In Station Eleven, the characters often find meaning from the creation of enduring legacies that allow others to remember the individuals who came before. Mandel demonstrates this idea through the naming of Jeevan’s son after his brother, Frank. By creating this symbolic memorial for a character who believes that such legacies can allow individuals such as actors to become 'immortal', Mandel implies that characters like this are able to achieve meaning and fulfilment through their legacies. Furthermore, Mandel also uses the character of Miranda to highlight the importance of creating a legacy through one’s art to provide meaning where Miranda lacks it in her day-to-day life. Although abruptly killed off in the middle of the text, Mandel imbues her death with a certain beauty through its 'extravagant sunsets and indigo sea'. In doing so, Mandel provides a sense of completion about Miranda’s life and suggests that a sense of fulfilment has been achieved despite the emptiness of her life relative to other characters. Hence, the meaning in her life comes from the legacy that she creates from the art she makes in her 'independent' life. This is contrasted against the character of Arthur, whose legacy does not influence any events in the post-flu world, because of his failure to create legacy or meaning beyond his day-to-day life. Further, Arthur’s death in the hectic Elgin Theatre has far less beauty than that of Miranda, implying less fulfilment in his life. Therefore, Mandel uses her text to demonstrate the importance of creating legacies that allow others to remember the past.

There we have it. The paragraph has been rewritten based on the ones I wrote in Year 11 and we have the first signs of improvement. The topic sentence now references the ‘remembering the past’ aspect of the prompt. The linking sentence now uses the ‘importance’ part of the prompt. All of the same quotes are used but are now integrated (check out How To Embed Quotes in Your Essay Like a Boss if you need more help with this). 

We’ve made sure not to have more than one sentence starting with Mandel (a small nitpick but still a nice addition). It flows better. It answers the prompt more directly and suddenly we have a better paragraph . Year-11-me has shown improvement and with this comes better scores and more confidence: something that’s very important for success in English. If you’re confident and proud of what you’re writing, then you’ll have higher marks and, even better, more fun!

We haven’t changed much and the paragraph is already better . But it’s not my best paragraph. Between Years 11 and 12, I learnt even more things. I was taught to write about not only the world of the text but also the world around us that we and Mandel live in: you’ll notice that this better paragraph talks more about ‘characters’ that live ‘in the text’ whereas my best paragraph would talk more about the text in the context of the world you and I live in . I learnt to make my topic sentences more abstract and broad so that they relate more to our own world and less to the world of the text and remind whoever’s assessing that my ideas apply to everyone and not just within the texts. I learnt to respond more directly to different types of prompts (Discuss, To what extent is this true?, How does Mandel… and others) and I learnt to be more direct in discussing the views and values of Mandel (what she likes, what she doesn’t like, what she wants to see more of in the world)

So let’s apply some final changes, and see what our paragraph looks after two more years of refining English. This final paragraph is almost exactly the same as one I wrote in timed conditions before my final exam.

The Final Part: The Best Paragraph

A: Mandel explores the importance of legacies, not only as sources of meaning for their creators, but also for their roles in allowing others to remember the roles of those who came before. Such an idea is explored through the naming of Jeevan’s son, securing the legacy of Frank. By affording such a permeating influence to an individual who writes of and appreciates the 'immortal[ity]' of long-dead actors, Mandel implies that an appreciation of the inherent value in a legacy and its ability to influence future events is a key quality in individuals. Furthermore, Mandel uses the character of Miranda to highlight the importance of creating a legacy that outlives oneself to provide meaning. Although abruptly killed off in the middle of the text, Mandel imbues her death with a certain beauty through its 'extravagant sunsets and indigo sea'. In doing so, Mandel provides a sense of completion about Miranda’s life and suggests that a sense of fulfilment has been achieved despite the emptiness of her life relative to other characters. Hence, Mandel suggests that the meaning in Miranda’s life comes from the legacy that is the art she makes in her 'independent' life that continues to influence events and allow others to remember the past long after her death. Mandel provides contrast through her exploration of Arthur, whose legacy does not influence any events in the post-flu world because of his failure to create legacy or meaning beyond his day-to-day life. Further, Arthur’s death in the hectic Elgin Theatre has far less beauty than that of Miranda, reinforcing Mandel’s view that individuals who forfeit control of their own legacies, as Arthur does, lead far less completed and fulfilled lives. Therefore, Mandel highlights the immense importance of creating legacies that allow others to remember the past and encourages greater appreciation of the value of legacies in contemporary society.

So, two years later, and we’ve got what is still essentially the same paragraph, just brushed up to an even better, or best , standard. So if we’re using the same evidence, exploring the same characters and introducing the same ideas, why is this paragraph better than the last two?  

Well, if you study the topic and linking sentences, they discuss the concept of a legacy being a means of allowing others to remember the past and the importance of such a thing and everything in-between links this concept to the text. ' Mandel highlights the immense importance' represents a subtle but nice nod to the wording of the prompt by giving an ‘extent’ to which Mandel ‘shows’ or highlights. Every piece of evidence is discussed in reference to what Mandel believes about the world around us and how individuals should act in modern society. 

And there’s something very nice that we can now reflect on. This paragraph has gone from good to much better without having to introduce any new ideas. There are no overly complex interpretations of the text, we’ve just taken the same skeleton of a paragraph and made it look better without changing its real substance. 

And one of the wonderful things about making efforts to improve the quality of your writing is all the confidence that comes with this, whether this be from getting better at discussing views and values , learning to integrate your quotes or any achievement like this. I know that my confidence surged as my English got better and, as I got more confidence in my writing, I got more confidence in what I wrote about. My interpretations of the text became more and more obscure and a bit whacky at times and I had fun writing about these things. If you improve your writing, you’ll improve what you’re writing about which will mean you’ll have more fun writing and the cycle of improvement will just continue.  

So to cap off, I thought it might be nice to have a checklist of sorts that you might be able to put against your own writing.

What’s the next step I could take in improving my English?

• Are all my quotes properly integrated ? (Hint: if the sentence doesn’t make sense without quotation marks, the answer is no)
• Have I got more than a couple of sentences starting the same way or could I vary my sentence structure a bit more?
• Have I explicitly used some parts of the prompt in my own writing so that I can directly answer the question in my essays?
• Am I writing about both the world of the text and the world we live in outside of the text instead of just the characters and relationships within the text?
• Are my topic and linking sentences describing a concept that relates to the prompt with everything in-between relating this concept to the text? (I found this a very useful way of thinking of paragraphs)
• Is all of my evidence being discussed in relation to the views of the author ?
• Does my essay/paragraph explain what the author would like to see more of/less of in modern society based on what is explored in the text?
• Is my essay/paragraph specific to the exact wording and type of prompt?

And these are just some of the improvements that could be made. I’m sure each of you could ask teachers and past students and find many, many more tips on improvement. Just as long as you’re thinking about what the next step in your English might be, then you’re already headed in the right direction. So good luck and happy writing!

As non-native speakers living and studying in Australia, we would want nothing more than to improve our English skills both for the comfort of living in an English-speaking country and our career prospects. This blog aims to change the belief that only the naturally talented language learners can do well in the EAL exams and helps ESL speakers better their writing skills.

Contents of this study guide:

• Knowing Your Sentence Structure
• Expand Your vocabulary
• Build Your Own 'Essay Formulas'

1. Knowing Your Sentence Structure ‍

I cannot stress how important it really is to really know your sentence structure and grammar because, without a solid understanding of how it is supposed to be structured, grammatical errors can easily be made which will preclude you from articulating your ideas in the clearest manner possible.

Simplest form: Subject + Verb + Object

Example: Arthur Miller’s play The Crucible (S) is (V) an allegory for the McCarthyism trials (O). ‍

While not all sentences have objects, it is not a sentence without a subject and a verb that goes with that subject. Sometimes you can have more than one subject or more than one objects:

Variation 1: Subject 1 + Subject 2 + Verb + Object or Subject 1 + Verb + Object 1 + Object 2

Example: Both To Kill a Mocking Bird (S1) and V for Vendetta (S2) present (V) a strong protagonist (O1) that advocate for their beliefs.

Example: The eponymous character Medea (S1) is (V) a diatribe against the patriarchal society (O1) and a paradigm of Hellenic women (O2).

Dependent clauses and linking phrases can also be added to improve the flow of your writing and enrich your ideas. They can also be used to ensure that your writing remains concise and coherent.

Variation 2: Clause + Subject + Verb + Object or Subject + Verb + Object + Clause  

Examples of dependent clauses:

- In addition (C), Brooks (S) also demonstrates (V) the ways in which individuals can start questioning their ideology in time of crisis (O).

- Set in a patriarchal society (C), Women of Troy (S) warns (V) the audience of the detrimental consequences of wars and the ways in which innocent bystanders are affected by them (O).

- As the story unveils (C), it (S) becomes (V) more difficult for the audience to sympathise with the titular character (O) due to his many flaws (C).

Examples of linking words:

EMPHASIS: Undoubtedly, Particularly, In particular, Specifically, Especially, Obviously, Clearly

ADDITION : Additionally, In addition, Furthermore, Also, Plus, Moreover, Besides

‍ CONTRAST : Unlike, Nevertheless, On the other had, Conversely, Despite, In spite of, Whereas

It never hurts to have some sentence structured memorized if you are not yet fluent. For instance, have a few sentence formulas for each essay type that will be in the exams.

Text response:

- In particular, the protagonist (verb) (object), which enables the audience to (verb).

- This thereby (verb) the audience to (verb).

- While the character (verb) (object), the audience still (verb) as (pronoun) (verb).

- From the outset of the (text type), the writer presents (character’s name) as (adjective), (verb +ing) the audience to (verb).

- This is epitomized/ exemplified through the way in which the writer (EVIDENCE), seeking to (EFFECTS ON READERS) through (TECHNIQUE)

Language Analysis:

- By (TECHNIQUE + EVIDENCE), the writer (ARGUMENT e.g. fortify the notion that technology is more beneficial than detrimental ), thereby (EFFECTS ON THE AUDIENCE)

- So as to (ARGUMENT e.g. amplify the cataclysmic effects of such behaviours on the society), the write (TECHNIQUE) This in turn/ thereby/ therefore (EFFECTS ON READERS) as EVIDENCE e.g. the writer posits _______).

- Compounding this notion with (TECHNIQUE) the writer ARGUMENT) in order to (EFFECTS ON THE AUDIENCE) as the (EVIDENCE e.g. term “slaughter” invokes connotations of brutality and destruction).

- This notion is bolstered/ fortified/ augmented/ amplified/ accentuated/ magnified through (TECHNIQUE/EVIDENCE).

2. Expand Your Vocabulary

While it is sometimes helpful to memorise words from glossaries found on the Internet, it is not the most the effective way to thoroughly improve your vocabulary. In fact, learning words from a glossary or dictionary by heart can often lead to students misusing the words due to their misinterpretation of the new words.

From what I’ve seen from my and other students’ experience, the best way to upgrade your word bank for your essays is to slowly word up from what you already know. Start off with a simple paragraph and you will see your writing get better after every time you edit or rewrite your paragraphs.

Avoid generic verbs

Words like “make” or “create” should be avoided at all cost because there are often words with connotation that can replace generic terms. For instance, instead of saying “the writer makes the audience sympathise with the characters, you can say “the writer compels the audience to sympathise with the characters”. Replacing words like “make” with words like “compel” improves your writing because unlike the first sentence which only mentions how the audience feel, the second sentence also focuses on the writer’s intention as the writer is using force or pressure to ensure the audience feels obliged to sympathise with the characters. It is always better to expand your vocab from what you already know rather than learning completely new words with new meanings you have never seen before.

Know the word’s connotations

Most English words have really clear connotation. An example of this would be how the term “slaughter” invokes connotation of brutality and destruction while the term “kill” does not evoke as many feelings within the reader.

Use strong adjectives ‍

This is a way to avoid using generic adverbs such as “very” and “extremely”. “Exquisite” is a much more poetic sounding term than “very pretty” and “daunting” is better than “hard”. Having descriptive and expressive words at the back of your head will enable you to write paragraphs that will resonate within the readers, and by extension, boost your EAL results. I would highly recommend you build your own personal word bank for each of the writing section and re-use those words as many times as possible so those words stay engrained in your mind, making it much easier for you to look for words to write under exam condition.

It is also important to note that there is no fast-track way to improve your writing because memorizing a deck of vocabulary flashcards or a Quizlet topic will not get you what you want regardless of how good your memory is. Out of all the ‘fancy’ words that you learn from a glossary like that, you will probably only remember and use 1 or 2 of them. Vocabulary exercises will help you much more! You need to spend time practice using the words for them to be deeply engrained in your knowledge, which will in turn enable you to instinctively come up with better words to use.

If you’ve got a bit of extra time every week to work in your vocabulary, I recommend using the following books:

- Cambridge English Vocabulary in Use ( Elementary or Intermediate ): This book is suitable for students whose English is not yet fluent and proficient. Each of the topic only has a small group of words and there are short exercises that allow you to better remember the words.

- Cambridge English Collocation in Use (Intermediate) : This book is suitable for mostly everyone because collocations not only will help you show off your English but will also improve your flow and coherence. For instance, “commit a murder” is a collocation, a group of words that go well together. It is not ideal to replace “commit” with anything else because “make a murder” just does not sound right.

- Sadlier Vocabulary Workshop (Level D to Level H): This series of books are not for ESL learners. They aim to strengthen native speakers’ writing skills and vocabulary, which thereby means that they are much more difficult. If you are already fluent and proficient, I highly recommend these books because they have a range of reading comprehension exercises that focus on a group of words and offer you heaps of exercises to practice that particularly group of words in different context as well! (Kill two birds with one stone because this will definitely help you nail that Section C short answer task!)

However, I do understand if you do not have the luxury of time, year 12 is hectic and is never a breeze. If that is the case though, try doing the following steps after finishing every of your essay.

1. Write that one “perfect” essay – doesn’t matter if you take days to finish it

2. Have it marked by your teacher/ tutor and read their feedback

3. Edit your essay/ rewrite them where you take into account people’s feedback – look at sample essays while you work on that one essay

4. Get feedback again!

5. Look at your newly improved essay and highlight all the points and vocabs that your teacher considered as good

6. Write your second essay while trying to use those good points and vocab that you had from your previous essay, you will find that you will not take you way too much time. You can also re-use the structure of your introduction to save time coming up with a new one. Just be careful with your coherence and relevance

7. Repeat the process again!

Well, that’s how I did it do keep in mind that it is merely a suggestion, but everyone is different in away so please do find what works best for you.

English grammar is often seen as one of the more challenging one due to it having so many tenses and irregular cases. However, if you know how to break it down, it is not that scary because there are actually only 13 tenses and future, past and present tenses. Plus, in our EAL exams, we rarely need to use any other tenses aside from the present tenses anyway.

Also, it is important to pay attention to your subject verb agreement. While it is not a common error for EAL students, many students make careless errors such as this under time pressure. You would be surprised how rusty your writing can get when you are trying to write 700+ words within an hour! If your subject is singular, your verb must also be singular. Compare the following sentences:

WRONG: Hecuba and Helen is both responsible for the Fall of Troy.

CORRECT: Hecuba and Helen are both responsible for the Fall of Troy.

The main takeaway message is that if grammar is not your thing, you should definitely not try to overcomplicate things and because fluency and simplicity are much better than errors and verbosity.

4. Build Your Own ‘Essay Formulas’

In other words, you can try ‘rote-learning’. It saves time and it can ensure that the quality of your writing under exam conditions match up to your actual ability. It worked really well for me as a safe guard because I have a history of freaking out and underperforming in exams. Having pieces of analysis and paragraphs structure at the back of my head definitely saved me whenever I felt sick or overly stressed in SACs and exams.

WARNING: While it saves you so much time and guarantees better outcomes for some people, you should be extra cautious if you decide to use this as a way to tackle the essay sections in the EAL exams because you can also easily fall into the trap of writing essays that sound memorised. This is merely a suggestion different people learn differently – this is what I and some of my peers did and it worked well for us but it does not mean that it will guarantee you an A+.

For each Area of Study, I have a revision document that contains the following:

• Introduction ‘formula’
• Sample paragraph
• Super extensive word bank (my own thesaurus)
• Practice essays and sample essays

For example, prior to my text response SAC on Euripides’ play Medea, I prepared a writing formula that can be applied to all of my Medea essays that look something like this: ‍

Introduction: Set in a patriarchal society, Euripides’ tragedy Medea expounds the intricate concepts of (theme) through the (characterization of the protagonist/ depiction the norms that pervade the Hellenic society/ vilification of Jason/ victimization of Medea/ portrayal of Medea as the archetypal woman). In particular, he _________________________ , which enables the audience to _____________ . While (argument 1) and (argument 2), (challenge the prompt). Ultimately, Euripides presents an acerbic critique on _________ . ‍

For each of the section, I also have a mini thesaurus of words that I often use. This is just an example. I recommend creating one by yourself that has around 5-10 words in each row if that is possible!

Persuade: compel, propel, manoeuvre, prompt, galvanise, etc

Strengthen: fortify, enhance, bolster, etc

Highlight: underline, underscore, accentuate, emphasise, etc

Tell: insinuate, assert, purport, articulate, etc

When it comes to studying a text for the text response section of Year 12 English, what may seem like an obvious point is often overlooked: it is essential to  know your text . This doesn’t just mean having read it a few times either – in order to write well on it, a high level of familiarity with the text’s structure, context, themes, and characters is paramount. To read a detailed guide on Text Response, head over to our Ultimate Guide to VCE Text Response .

Authors  structure  their texts in a certain way for a reason, so it’s important to pick up on how they’ve used this to impart a message or emphasise a point. Additionally, being highly familiar with the plot or order of events will give you a better grasp of narrative and character development.

It’s also a good idea to research the  life of the author , as this can sometimes explain why certain elements or events were included in the text. Researching the  social and historical setting  of your text will further help you to understand characters’ behaviour, and generally gives you a clearer ‘image’ of the text in your mind.

The  overarching themes  of a text usually only become apparent once you know the text as a whole. Moreover, once you are very familiar with a text, you will find that you can link up events or ideas that seemed unrelated at first, and use them to support your views on the text.

For each  character , it is important to understand how they developed, what their key characteristics are and the nature of their relationships with other characters in the text. This is especially crucial since many essay questions are based solely on characters.

With all this said, what methods can you use to get to know your text?

Reading the text itself:  while this may seem obvious, it’s important to do it right! Read it for the first time as you would a normal book, then increase the level of detail and intricacy you look for on each consecutive re-read.  Making notes ,  annotating  and  highlighting  as you go is also highly important. If you find reading challenging, try breaking the text down into small sections to read at a time.

Discussion:  talk about the text! Nothing develops opinions better than arguing your point with teachers, friends, or parents – whoever is around. Not only does this introduce you to other ways of looking at the text, it helps you to cement your ideas, which will in turn greatly improve your essay writing.

External resources : it’s a good idea to read widely about your text, through other people’s essays, study guides, articles, and reviews. Your teacher may provide you with some of these, but don’t be afraid to search for your own material!

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Persuasive Speech Topics: The Best 150 Ideas

Plus, a step-by-step guide for writing and delivering your speech.

Persuasive speech topics can inspire an audience and influence change in your community, town, or city. Whether you are giving a presentation at a large conference or converting a college essay into a speech to be given at your high school's auditorium, delivering a persuasive speech is not an easy task. We are here to guide you through this difficult process and provide you with 150 persuasive speech topics that can help you prepare your own inspirational presentation.

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Article Contents 13 min read

The art of persuasion.

The art of oratory is one of the oldest and most compelling persuasion tactics in human history. The power of speech has been used for centuries by men and women to negotiate peace, start revolutions, and inspire generations. At the source of change, we often witness a great speaker or speech that affected people’s worldviews. King Solomon, Socrates, Cicero, Elizabeth I, Napoleon, Abraham Lincoln, Martin Luther King, were all powerful speakers who changed the course of human history.  

Luckily, not every persuasive speech happens on such a grand scale. You do not have to become Napoleon to change the lives of people who hear what you have to say. You might have experienced this yourself – perhaps you have had a teacher who instilled in you a great passion for the study of physics during his lectures? Or you happened to attend a political, grassroots gathering where you heard a speech that changed your attitude towards homelessness or poverty. Or maybe your classmate's presentation revealed something about a novel you were reading in class that made you reflect on your own life and the people in it.

The power of a speech lies in your conviction and delivery of the topic you choose to discuss. A persuasive speech topic can be anything you are passionate about. Yes, it is true; whether you want to discuss the repercussions of the Cuban Revolution or analyze the power of K-pop in popular culture, it is up to you to enthrall the audience with your topic. The key to any successful speech is your confidence and enthusiasm. So, let’s start by examining what makes a speech persuasive.

To deliver a speech takes a lot of guts – not everybody is comfortable with public speaking. But to deliver a good speech takes conviction. Think of it like this: you must believe in the importance of your speech topic to discuss it. This must be something you care about and believe in; otherwise, your topic must be something that drives your curiosity, and you believe that it must be examined further.

Conviction stirs your desire to share this topic with others – you are convinced that other people will similarly find this topic fascinating! Whether it is the importance of recycling or bike lanes, the conviction is what will become the backbone of a successful and persuasive topic choice, as well as drive your desire to give a speech in the first place.

With conviction comes passion. These two elements of a successful speech are intimately intertwined. If you believe in the importance of something, you will be passionate about sharing it with the public.

If we look at some of the most famous speeches in human history, you will notice that conviction and passion are the driving force that makes these speeches legendary. Whether it's Cicero's defense of the Republic in the Roman Senate or Martin Luther King's speech in the defense of civil rights almost two millennia later, both these speakers believed in the importance of their convictions and were passionate about sharing their beliefs. In these cases, even despite the threats of death.

Unbiased Expertise

Conviction and passion should also drive your need to know everything there is to know about your topic. To give a persuasive speech, you must not only show confidence and excitement but demonstrate that you are an expert in the topic of your choice. Granted, if you are a high school student or an undergraduate who's been assigned to deliver a speech in less than 2 weeks, you are not going to become a world-renowned expert in your subject matter. However, as I pointed out, your speech topic should be something you are already passionate about, so you must have done some research and have some knowledge of your topic.

A persuasive speech should be based on facts. It should deliver arguments and counterarguments to show many sides of the issue you choose to discuss. For example, if you choose to discuss the importance of bike lanes, you can present several arguments in support of creating more bike lanes in your town or city, such as safety, decrease in traffic, environmental benefits, etc. However, make sure to include arguments that also show the other side of the issue, such as having to close down several major streets in your city to reconstruct the roads to fit in the new bike lanes and the side-effects of construction for businesses. Presenting both sides of the issue will show your comprehensive knowledge of the topic and demonstrate your professionalism.

Using the bike lanes topic as an example, I want to emphasize that showing unbiased research and knowledge of your topic can win the audience’s favor. You can, and should, still have your own opinion on the matter and defend your conviction in the speech but presenting the audience with both sides of the story is a tactic that will make them trust you.

Additionally, knowing both sides of the coin shows that you have come to your conviction after long and thorough research. You are not just presenting an uneducated opinion.

Taking care of the substance of your speech is the first step. While learning how to properly deliver your speech may seem less important, even the most well-researched and factually based speech will seem weak if the orator does not engage the public.

Though they certainly help your confidence, conviction and passion do not always result in strong delivery. This is understandable since public speaking is not everyone’s forte. While you may be animated and absorbing when you speak of your topic with friends, gripping an audience full of strangers is different.

There are three potential goals of any persuasive speech:

To familiarize your audience with a topic they have never considered before and inspire them to research it on their own. "}]' code='timeline1'>

When you think about it, these objectives are pretty ambitious. Delivery plays a huge part in achieving these goals. It will be hard to move your audience to pursue any of these goals without clear articulation, professionalism, and charisma.

Strong delivery can be developed. Yes, there are those to whom oratory skills come more naturally, but this is rather an exception than the rule. Many successful orators were terrified of public speaking but worked hard to overcome their fears. A good example of this is King George VI of England. Before taking the throne in 1936, he was already an infamously bad speaker. The King trained to keep his speech impediment and nerves at bay once he was crowned and delivered one of the most inspiring speeches against Adolf Hitler and the Third Reich at the beginning of World War II.

Now that you know what makes a speech topic persuasive, let's go over a step-by-step formula that will help you choose the right topic for you. 

• Brainstorm where your convictions lie and what you are passionate about. You must reflect on what interests, hobbies, news, events, individuals, and activities of yours could be developed into a persuasive, strong narrative. 
• Narrow these down to 2 or 3 topics that are particularly important or riveting to you. 
• Now comes the practical side of the brainstorming process: take a moment to think whether preparing a comprehensive and compelling speech on this topic is feasible in the amount of time you have available. Consider the following questions: Are the topics of your choice well researched by you? Do you know these topics well? If you are not well-versed in the topic of your choice, do you have enough time to do research to present a comprehensive and complete narrative? Do you have enough time to form a well-developed stance about this topic? A thesis? Will you be able to cover several sides of this topic in the amount of time you have available?
• If you have answered “No” to these questions regarding each of the topics you had in mind, you must go back to the drawing board. 
• If you have come up with a topic that results in a positive response to all the questions mentioned in step 3, you might have found the winner.
• Start by developing a thesis, i.e., the main message of your speech. Without a thesis, you will not have a strong speech. 
• Develop arguments that endorse your thesis and support them with facts. Remember, a strong speech must be based on facts, rather than opinions and unsubstantiated statements.
• Research counterarguments to your thesis. While you may not personally support these, you must present a well-rounded picture of the issue you are discussing. 
• You can finish off your speech by responding to the counterarguments in a way that reinforces your thesis. Don't forget to re-emphasize your main message in the closing paragraphs of your speech.

Know your audience

It is always a good idea to know who your audience is. Whether you are giving a speech in your high school, or traveling to attend an undergraduate conference, reflect on who will be listening to your speech. Before you sit down to write it, consider whether you can give yourself the freedom to use technical language, jargon, or make inside jokes on the matter. In general, I would advise you to avoid overly technical or niche language. It is never a good tactic for making a persuasive speech – this might alienate a large part of your audience.

However, if you are delivering a speech to a like-minded audience, you may use "industry lingo". For example, if you are delivering a speech at a video game convention, it is likely that many, if not most, attendees will be familiar with the terms and vocabulary you use. You will be able to strengthen your speech by using language that unites you with your audience. In this case, you are encouraged to engage the public by making inside jokes, using niche terminology, and creating a relatable experience with your speech.

Knowing your audience will allow you to develop a language for your speech. It will also allow you to gauge how deep you can delve into the topic of your choice. For example, if you are a young physics aficionado who is giving a lecture on black holes to your sophomore classmates, you might want to consider the fact that many of them have never studied physics in depth. This may help you shape your speech into something accessible and interesting for others.

If you are unsure about who your audience might be, try researching it. It is always good practice to know whom you will be addressing. Not only will it help you prepare the speech, but it will also ease your anxiety about the day of your speech delivery.

Hook the audience

Your opening sentences can hook the audience and guarantee their attention. While it will be the substance of your speech that keeps them listening to you, the opening must be captivating for your speech to have a chance for success.

So, what do I mean by hooking the audience with your opening? For example, you can state a shocking statistic about your topic. It will be especially impactful if it is related to your audience’s experiences, geographical area, community, or hot-topic issue. Here’s an example for an opening sentence for a speech about the importance of bike lanes:

“Last year, the city of Toronto recorded 715 serious accidents involving cyclists, with over 5% of these accidents resulting in a fatality."

Now, if I was living in Toronto, I would be surprised to hear such information; especially, if I have never thought about this before. I am saddened by this statistic and would like to learn how we can help prevent these accidents.

Let’s examine another opening. This time, we will consider a speech topic involving a historical event. For example, if you are captivated by the mystery of Princess Anastasia of the Russian royal family, the House of Romanov, you might start your speech thusly:

“The question of whether the Grand Duchess Anastasia Nikolaevna Romanova survived the brutal execution of her entire family by the Bolsheviks is one of the greatest mysteries of the 20th century.”

This sentence performs several tasks:

The opening sentence is your chance to establish yourself as the expert! You will seem like the authority on this topic, especially if you can pronounce the Princess's name without mistakes. "}]' code='timeline2'>

Coming up with a strong opening sentence is not easy, but very worthwhile for delivering a persuasive speech. If you are having trouble finding the right opening sentence, you do not need to wait to start writing your speech. If you are stuck, move on to the main body of your speech and return to creating a captivating opening later.

To be persuasive, your speech must have a thesis. A thesis is the main argument you are trying to convince your audience of, or simply put, the purpose of you giving the speech. Without a thesis, your speech will be aimless, chaotic, and most likely, unengaging.

And while you can write your introduction after the main body of your speech is ready, you cannot write your speech without a thesis. It will be the landmark, the leading light, of your speech. Everything you say and every fact and argument you include in your essay must support your thesis. Certainly, you will be able to bring up alternative points of view later in the speech, but as we already discussed, your objective is to persuade the audience that your thesis is the correct one.

Let’s return to our bike lanes example. If you are a proponent of bike lanes, your thesis should be more than “Bike lanes are good”. While this can be considered a thesis, it is pretty thin. Instead, find a way to make your thesis compelling, include a supporting statistic, or a benefit of having bike lanes. For example: 

“Having more bike lanes in our city will not only reduce traffic by X% but also allow our city to be at the forefront of the environmentally friendly initiatives happening all over our country.” 

This thesis is clear and introduces the audience to some of the main points of the speech. The listeners get a concise prelude to what the speech is about and what it stands for.

Research and Arguments

Research is always conducted before you sit down to write. While you may have some general knowledge about your topic, remember that you are trying to be as persuasive as you possibly can be. This means that you need the latest statistics, the most up-to-date information, and the strongest support from experts in the field. 

Tip: keep in mind your thesis as you are writing. All your arguments and facts must be in support of the main purpose of your essay. While you should present alternative points of view in your speech to make it well-rounded and unbiased, a strong speech must contain arguments that make it clear that your thesis is the correct one.

Concluding your speech has a twofold purpose. In addition to persuading the audience of your thesis, you must complete your narrative. Give the audience some closure about the topic. On the other hand, you must leave them even more interested in learning about your research. In other words, they must be compelled to explore on their own.

Tip: your conclusion cannot be a dry summary of your thesis and arguments. While you must restate your thesis in the conclusion, you are strongly encouraged to incite an emotional response from your audience. For example:

“More bike lanes will alleviate the heavy traffic and relieve our city from car fumes and soot. It is our responsibility to start making our city more eco-friendly. These small steps will inspire even more initiatives across our hometown and lead to a brighter, greener, future."

In this example, the audience is not only reminded of the main purpose of the speech but is also encouraged to think of other green initiatives that can help their town. The author does a good job of invoking responsibility for the future to encourage their audience to act. 

Want to learn how to choose persuasive speech topics? Check out our infographic:

Now, let’s go over 150 persuasive speech topics that can inspire your own essay and presentation! Note that these are questions that should help you form ideas, arguments, and most importantly, theses. Rather than giving you the thesis upfront, we are encouraging you to come up with your own opinion and answers to these questions.

Your speech should be between 15 to 20 minutes long. Anything longer may lose your audience's attention. If applicable, don't forget to factor in some time after your presentation for questions from the audience.

The best way to approach the choice of topic is to reflect on your convictions and passions. If you are truly interested in a topic, your excitement will be felt by the audience.

Of course, you must be interested in your topic, first and foremost. Secondly, your speech must demonstrate a level of expertise and knowledge that will allow the audience to believe that you know what you are talking about. Thirdly, your delivery will have a great effect on whether you succeed in persuading the audience. Even a well-researched speech will suffer from poor delivery.

Firstly, only practice can really help you improve. Once you have written your speech, read it over several times. Do not memorize it, but rather, remember the structure, the flow of your arguments, your main points. Then start practicing pronouncing your entire speech in front of the mirror. Do this until you are quite confident with the content of the essay. Then, you can start practicing with family members, your friends, and classmates. Ask for their feedback: can they hear you well? Are you being articulate? Does your speech have a logical flow? Did they understand your thesis? Their feedback can help you modify not only your content, but also your presentation.

Your speech should take the form of an academic essay: introduction, main body, and conclusion.

Your speech must have a thesis, otherwise it will be meandering and pointless. A thesis will guide you and keep your essay/presentation well-structured. A thesis is what you will be arguing for (or against, if it's a negatively stated thesis) throughout your speech. And while you can include some alternative points of view in your speech, your thesis will inform every argument you make in the speech.

Typically, you should avoid using overly technical language. Even if you are presenting at a professional conference in front of peers, there is a chance that some of your audience will be unfamiliar with the professional terminology. To be inclusive, you should avoid niche language.

To be frank, there is no such thing. You can make a great speech on any topic of your choosing! Your research, your delivery, and your passion will determine whether your speech is successful.

Acknowledging opposing views and presence of debate will demonstrate your thorough knowledge of the topic. Additionally, you will demonstrate that you came to your conclusion/thesis after researching the topic, rather than simply forming an uneducated opinion.

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