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It explains that students write on two different texts from prescribed categories and highlights how Section A and Section B differ in construction and assessment criteria. The report addresses issues such as misunderstanding requirements, overly narrow or hybrid essays, reliance on prepared introductions, lengthy irrelevant discussion, and incorrect use of historical terms. It also comments on scoring quality through targeted relevance, evidence selection, accurate terminology, and careful analysis of language features.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/2021-vce-literature-external-assessment-report-general-comments/316101/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/2021-vce-literature-external-assessment-report-general-comments/316101.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report say students must do in the Literature examination?","Question",{"text":112,"@type":113},"Students write on two different texts from prescribed categories in the Literature text list. They must follow the distinct requirements for Section A and Section B and be clear which response belongs to each section.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What common problems are highlighted for Section A responses?",{"text":117,"@type":113},"The report notes cases where students wrote on two novels or two plays, based a Section A response exclusively on Section B passages, or framed the Section A proposition as the focus for the Section B essay, limiting opportunities to show evidence from the offered passages.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report describe successful high-scoring responses?",{"text":121,"@type":113},"High-scoring responses in Section A show agility in addressing the topic with relevant arguments and clear, eloquent expression. In Section B, strong answers thoughtfully engage with language features—such as imagery, connotations, rhythm, pacing, tone, and voice—to represent the writer’s work in the selected passages.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},316101,1790010624,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","2021 VCE Literature external assessment report  \nGeneral comments  \nIn the Literature examination , students are asked to write on two different texts , from two different categories in the prescribed text list: novels , plays , short stories , poetry and other literature. There are 30 texts on the Literature text list, all chosen for their literary merit and potential for assessment tasks across the year. While teachers will choose some texts only for school coursework tasks or for tasks completed early in the year, they are encouraged to consider a range of possibilities in their choice of texts for student examination preparation.  \nMost students attempted the complete examination; there were few responses that were substantially incomplete.  \nThe two sections of the paper, Section A and Section B, are constructed differently, with separate assessment criteria , and students need to be aware of the different requirements of these tasks. The revised‘ Expected qualities for the mark range’ for Section A were published on the VCAA website in 2021 in order to clarify and emphasise the idea of relevance to the topic. Students should clearly indicate which is their Section A response and which is their Section B response.  \nSome students appeared not to have understood these requirements , writing on two novels or two plays , for example, writing about a film adaptation, or even writing two essays on the same text. Many other students wrote hybrid essays that attempted to use the Section A topic and the Section B passages for both their essays. While students are not prevented from drawing evidence for their argument in Section A from the Section B passages on the examination , to base the Section A essay exclusively on the passages is alimitation. Students should be demonstrating wide-ranging knowledge of the text in their discussion of the proposition. Conversely, students who set up the Section A topic as the focus for their Section B essay missed many opportunities for demonstrating how they built their reading of the text on the basis of the specific passages offered.  \nSeveral instances of prepared essays were noted. In Section B, prepared introductions often did not relate to the passages on the examination , and students found it difficult to combine their prepared ideas with the material offered. In some cases , students gave lengthy discussions of passages not on the examination , ignoring much of what was there. While some references beyond the set passages may be necessary to support an overall interpretation of the text, these should be both pertinent and incidental , serving very clearly to advance the discussion. In Section A, prepared student responses often addressed only some aspects of the topic.  \nMany students wrote very long essays. More is not necessarily better, however, and length is not a criterion in the assessment. Students are encouraged to slow down: write less , think more. Write more concisely and relevantly, write more legibly and write with a more considered focus on the task. The task is not to get down on paper all that the students know in as short a time as possible. That approach leads to irrelevance, rushed and poor handwriting and often some lack of coherence, as students are not selective in their approach to the tasks. The duration of the examination allows ample time for students to plan and respond to the tasks on the paper.  \nSome students appeared confused about the period in which their text was set or written, frequently  \nmisusing terms such as ‘ Edwardian’, or revealing some confusion about centuries , dates and reigns. When  \n2021 Literature external assessment report  \nstudents want to invoke the historical context or social conventions of a particular era, as Section A in particular invites them to, it is important for them to understand what those conventions are and to use appropriate terms.  \nIn Section B, many students seemed to be content with merely labelling features of","cbCaigz5JWvL4Laz","https://ap.wps.com/l/cbCaigz5JWvL4Laz","pdf",264905,13,"English","# General comments\n## Examination structure and expectations\n## Common issues in student responses\n## Prepared essays and relevance\n## Writing length, planning, and handwriting\n## Historical context and terminology\n## Section B language features and high-scoring responses\n# Specific information\n## Notes on reproduced responses\n## Section A statistics","[{\"question\":\"What does the report say students must do in the Literature examination?\",\"answer\":\"Students write on two different texts from prescribed categories in the Literature text list. They must follow the distinct requirements for Section A and Section B and be clear which response belongs to each section.\"},{\"question\":\"What common problems are highlighted for Section A responses?\",\"answer\":\"The report notes cases where students wrote on two novels or two plays, based a Section A response exclusively on Section B passages, or framed the Section A proposition as the focus for the Section B essay, limiting opportunities to show evidence from the offered passages.\"},{\"question\":\"How does the report describe successful high-scoring responses?\",\"answer\":\"High-scoring responses in Section A show agility in addressing the topic with relevant arguments and clear, eloquent expression. In Section B, strong answers thoughtfully engage with language features—such as imagery, connotations, rhythm, pacing, tone, and voice—to represent the writer’s work in the selected passages.\"}]","2021 VCE Literature External Assessment Report - General comments | PDF",1789909893,33]