This is a critical component (Section C) of the Year 12 English Exam (Victoria). The best students perform particularly well in this section. Please note that the curriculum changed in 2017 from persuasive word-level analysis to argument analysis.
This is a Membership Program: $35 per member. The cost includes a PDF copy of the (Orange) Arguments Workbook plus access to all “suggested responses” and extension activities. This Resource is updated regularly.
Please note: one aim of the program is to improve/normalise sophisticated metalanguage (analytical terms). This awareness will make a significant difference to your marks in English. In exams, your quality of writing and use of sophisticated language are critical to a decent mark. We are proud to say that students who use our programs achieve high marks in English.
- For a sample, please see this Exercises: Now turn to Exercise 10, Ms Snowden, Mr Scott and Mr Samson: Bring back the strap, p. 20-21.
- See Our VCA Sample Responses Package)
The following tips and responses include metalanguage/ways to analyse “construction of argument” strategies. (Area Study 2: Analysing Arguments.) .
- Now turn to Exercise 1 on pg 6: Queuing for restaurants
- Argument structure: Hands-free parenting: a form of child abuse? Ms Janie Smith p. 9.
- Exercise 4: Exercise 3 and Exercise 4, A series of short comments (Exercises 1 – 4), p. 12
- Exercise 5, Safe Schools, p. 13
- See Exercise 8, Legalising cannibas for good reasons, p. 17
- Exercise 9, Example 1: Wind farms, p. 19
- Now turn to Exercise 10, Ms Snowden, Mr Scott and Mr Samson: Bring back the strap, p. 20-21.
- Exercise 11, Monkey See Monkey Do, p. 22
- Exercise 13: Example 1 and 2: Depressing English Texts Students @ Spencer, pp 24-25.
- Exercise 14, Dr Jack Krisanski, Grads fail on emotional IQ, p. 25
- Exercise 15, No Jab No Play, p. 26
- Exercise 16, Example 1 (Mr Jason Leaves) and Example 2 (Ms Springer), p. 27
- Exercise 17, “Easy target for thieves“, p. 28-29
- Please see another response for “TAFE cuts under the stethoscope”, pp. 40-41, and “Dragging their feet”, by Ms Janie Martin, see p. 46
- Exercise 20, Dr Helga Johnson, Why can we hit our kids?, p. 48
- Exercise 21, No place for offensive comments, pp 50-51.
- Exercise 23, Models on the catwalk and competitions, p. 55
- Exercise 24: Editorial page: Editorial: What happened to good old fashioned respect? and Ave Peter’s Comment, p. 60-61
- Exercise 25, Brain injury awareness week: pp. 62-63
- Exercise 26, Students @ Spencer, Ms Crompton and Mr Spring and Mr Ken Appleby, pp 64-65
- (Extra: Exercise 14, Mr Chuck Slater, Change to universities? pp. 46-47)
- Exercise 27, Mr Jim Shanahan and Ms Rosie McCarthy, pp. 58-62.
- Now turn to Exercise 28, Dr Keith Ablow, Yik Yakking, p. 71
- Exercise 29, Mr Roger Tindall, Ms Claire Hong, Free Speech Matters, p. 72
- Exercise 30, Ms Holly Winter, Race hate laws: why they must stay; p. 73.
- Exercise 31, Chris Berg: if you’re worried about privacy …”; p 74
- Turn to Exercise 34, on pp. 76-77, Mr Louv and “Prescription Nature”
- Exercises 33-34: Seashells Newsletter; Ms Achton, pp. 78-79
- To Purchase: Arguments and Persuasive Language: essays made easy (unlocks the key to an A+ essay)
- At the start: a plan of the core paragraph.
- Suggested pieces from a range of news sources
- Click here for our EAL Program
- Please see our Tips and Answers: Arguments and Language
- Please see this homework tasks page for suggested editorials to tackle.
Return to Orange Workbook tasks: Summary page