VCAA Examiner's Reports - Simple DO's and DON'T to Boost Your Marks

What if you could read the minds of your exam markers? Assessor’s reports are basically gold mines for improving exam performance. They go through common student mistakes, how to fix them, and what good (and bad) answers look like, which is especially important in a subject like VCE English, where marking is highly subjective.

While we still highly recommend you read these reports for yourself – among other things, the sample writing is worth taking a look at – this list condenses the common, important advice from the last six years’ worth of reports. 

General Advice on Essay Writing

What you should do to score higher:

 
DO organise your time “so that enough time is left to proofread” (2017) at the end of your SAC or exam. 

DO answer the “actual question” (2019, 2020). Regardless of how much you plan on memorising, you need to be able to consistently link your ideas to the prompt (Section A) and title (Section B). Particularly in the age of AI-generated content, examiners are extremely wary of pre-memorised responses! In their own words, “this is of critical importance and applies to all parts of the examination. It [is] disappointing to see clearly competent students failing to address the set question or twisting its meaning to suit their own purposes. Relevance to the topic is of primary importance in each section of the examination” (2019). “Students must answer the question on the paper.” (2020) 
 
DO choose your material carefully. You “must learn to judiciously choose textual material that is relevant to the set question and be brave enough to put the rest aside” (2021). This means scrapping evidence and analysis that isn't relevant to the prompt.
 
DO make sure your handwriting can be read. “Basic handwriting legibility is emerging as a significant issue. Students need to be aware that assessors can only mark what they can read…. Students and teachers are encouraged to engage in classroom practice of pen-and-paper responses” (2021). 
 
DO plan. “Many very long answers were heavily descriptive and reliant on detailed and unnecessary quoting. Using the first five minutes of the time allocated to the task to plan a clear and coherent response would result in sharper, shorter, more controlled essays” (2022). 

What you SHOULD NOT do:

DON’T summarise. “There is little need for summary in any of the three sections. While the context of a particular point or indeed the text itself may need to be established, some students used too much of their available time presenting the plot. Students may assume that assessors have an intimate knowledge of the texts.” (2018) 
 
DON’T prepare answers word-for-word. Not only does this “ignore the topic altogether” (2018), “previously learned and memorised elements” (2021) are unengaging as they can never be as fully relevant, rendering them less insightful than ideas geared towards the topic at hand. “There is a difference between ‘preparing answers’ and ‘preparing well’” (2020). 
 
DON’T use “unnecessarily extensive quotation”. “There is no benefit in retelling the story or summarising the author’s views and values in general”. (2020). Furthermore, you may have a plethora of evidence that 'proves' a singular idea, but there is no point to repeating yourself over and over again. This is especially important to consider for Section A and Section C: choose the most relevant evidence that will allow you to progress and develop your ideas (rather than repeating them).

Section A: Text Response

Across the 2022–2025 reports, one message stays consistent: this task is about responding to the specific topic you've been given, not demonstrating everything you know about the text. Thus, "a student’s capacity to ‘read’ the text question accurately had a significant impact on their success" (2022). If you're looking for more specific guidance on writing Text Response essays, check out our How to Write a Text Response Essay guide.

What you should do to score higher:

DO "read topics carefully" (2022). The language of the topic "needed to be well understood before a student started to plan a response" (2022). This includes considering the command terms and verbs in the topic carefully.

DO explore the implications of the topic. This is the most consistent piece of advice across every report. "Students who read the implications of topics addressed more complex and nuanced ideas and were rewarded for their efforts" (2022), and "there was a correlation between students who could demonstrate an understanding of the implications of the topics, and higher scores" (2025). There are "often multiple implications in a topic" (2024). Look out for absolute terms, the connotations of verbs, nouns, adjectives and adverbs, and the "‘silence’ in a proposition" (2025).

DO take a position rather than trying to "prove" the topic. In 2023, some students "saw the topic as a contention" and felt "a need to ‘prove’ an idea presented in the topic, rather than engage thoughtfully with the task" (2023). "Stronger responses recognised a text’s complexity and were able to take a position in relation to the topic" (2023). You should be "aware that absolute terms in topics invit[e] challenge" (2022).

DO sequence your argument strategically. High-scoring responses "used summary sentences in each paragraph to make explicit the ideas being presented and their connection to one another" (2024). Your paragraphs should build towards a complete reading, not sit side by side as separate points. Some schools recommend the Cause, Response, Consequence structure, but there are many ways to achieve this cohesiveness.

DO analyse the construction of the text. The 2022 report found that "mid-range students tended to describe textual elements, whereas high-scoring students were able to explain how meaning was constructed and conveyed" (2022). Strong responses considered "the text’s linguistic elements, setting, characters and, by implication, the text’s structures and the way in which these elements interplayed" (2024). Make sure you analyse structural features and genre and how these serve to reinforce an author's message and ideas.

DO use metalanguage when analysing evidence. Whilst some evidence can be embedded without detailed analysis, make sure you zoom in at least a couple of times per paragraph and anayse how the author uses literary devices to convey meaning. Students who considered "the many ways in which the language conveys ideas, understood the need to select rich elements of the text to present as evidence to support their reading" (2023). For instance, in 2023 it was noted that detailed discussion of film devices "suggested a close and perceptive ‘reading’ of the text and thus were rewarded" (2023).

DO sophisticated vocabulary purposefully. "The purpose of language is to communicate" (2025). It is "the purposeful use of sophisticated language that allows the student to communicate sophisticated ideas" (2025). Don't throw in fancy terms and complex vocabulary for the sake of it, as this can oftentimes obfuscate meaning and render your writing unnecessarily convoluted. The point of sophisticated vocabulary is make your writing precise.

What you SHOULD NOT do:

DON'T open with a generic or lengthy introduction. In 2022, examiners called out a "concerning trend" of introductions following a fill-in-the-blanks formula, with the context, a "didactic" text type, "critically acclaimed" and so on. It "bore a disquieting resemblance to material published on the internet and gave assessors limited evidence of the student’s own response to the topic" (2022). Similarly, don't delay your argument "by commencing their essays with lengthy, general observations about the text" (2022). Your intro is there to provide a clear overview of your arguments and contention - the longer it is, the more you will confuse your examiner.

DON'T focus on general textual detail instead of the topic. Some responses "tended to focus on general textual detail rather than addressing the specific focus of the topic" (2022).

DON'T stray off topic or formulate irrelevant counterpoints. Responses that explored an entirely unrelated idea ended up "missing the point of the task" (2024, 2025). Students will often make this mistake with prompts such as "X is the most important source of hope in [text]," where they will choose to explore another theme (not related to X) as 'more' important. Rather, you should aim to stay within the thematic scope of the prompt. You could do this by exploring how 'X' is not always a source of hope, or how it is only a source of hope if certain conditions are met.

DON'T address only half the topic. Some prompts incorporate two concepts (e.g. 'the tension between X and Y' or 'both X and Y are central to...') Some responses "read the topic as only inviting a discussion of one concept, when in fact the topic invited consideration of the relationship between two or more concepts" (2024, 2025). Ensure that you address all parts of the prompt in a balanced and nuanced way.

DON'T "twist" the topic to fit your prep. Responses that "tried to ‘twist’ a topic so they could discuss more familiar textual material" (2025) were limited, as were those using "a set of memorised quotations from the texts that were unrelated to the topic" (2025). Similarly, don't twist the definitions of key terms to suit your preferences. A "flawed understanding or definition of the terms of a topic" leads to "irrelevance" (2024).

DON'T organise your essay by character, story or poem. Avoid "a structure that simply presented a series of ‘examples’ that ‘prove’ a contention using one character/story/poem per paragraph, rather than discussed the author’s ideas" (2024). The 2023 report explains why: character-by-character essays implied "that characters were used by the author simply to personify a particular static belief or idea" (2023) and "could also limit their capacity to demonstrate an understanding of the complex ideas that were communicated in many ways by a writer" (2023).

DON'T use big words just to sound impressive. Watch for "poor vocabulary choices, including using vocabulary inappropriately" (2024, 2025). The 2025 report warns against "poorly applied polysyllabic words" (2025).

Section B: Crafting Texts

There are many misconceptions about this component of the exams. Many focus on writing the 'perfect' story with beautiful language, imagery, and dramatic elements. However, these literary flairs must be strongly backed by an exploration of the Framework of Ideas and the Title / stimuli provided. Above all, your purpose needs to be clear and relevant to the Framework and Title. For more specific guidance, check out our guide on How to Write a Crafting Texts Response.

What you should do to score higher in Crafting Texts

DO treat the title as the "conceptual parameters" (2020) of your text. The title isn't a label to stick on top. It should be the focus of your exploration. One high-scoring protest piece responding to the title "Small Acts, Big Wins" was strongly awarded for interrogating what those "apparently straight-forward words meant," and ended by redefining what a "win" is. Unpack the title the same way you'd unpack a Section A topic.

DO explore complex, meaningful Framework ideas. Use the Framework description in the Study Design as your guide. For example, high-scoring exemplars included in the 2025 examiners report wrestled with difficult questions, such as who can claim the moral high ground in protest, or whether silent survival counts as a win.

DO establish a clear voice and purpose from the onset. This is central to the task. Your voice should be "established" early and "maintained" throughout (2025). Regarding Purpose, your text must explain, express, reflect or argue (or combine these). Many top responses effectively "mixed reflection and explanation" or "both explained and presented a case." The key is to know what you are trying to do to your reader. And whatever form or purpose you choose, make sure you establish the context, audience and purpose "effectively and economically" in your opening lines.

DO make deliberate choices about form, and don't be afraid to be inventive. You can "select, adapt or subvert any form of prose writing" (note the word 'prose' - this excludes poetry, verse, or song, but pretty much anything else goes!). "Innovation and individuality were encouraged" (2025) and examiners praised "confiding," "reflective" and "thoughtful" voices.

DO "use text structures, language features and vocabulary to amplify and develop ideas." Metaphor, personification, short sentences, repetition, allusion and careful verb choice are all praised, but always for what they did: revealing a state of mind, stressing an idea, foreshadowing change. Every creative choice should have a reason behind it. These text structures and liteary features can also help build cohesion. Nearly every annotated exemplar used a recurring image, symbol, metaphor or phrase as a "unifying device," and many returned to their opening image at the end to create "a sense of completion." Plant an idea early and come back to it transformed.

DO move through time and place economically. In the 2025 report, some exemplars were praised for shifting between memory and present "in a linguistically economical way" (2025). Smooth, efficient transitions leave more room for ideas. If you're writing a narrative piece, ensure that you limit dialogue and unecessary exposition (which can waste a lot of time and space). Exemplars ranged from about 600 to 1300 words. A 600-word response was highlighted as "an excellent example of how an economical text can be effective when exploring complex Framework ideas."

DO resolve your ideas thoughtfully. Strong endings offered nuance rather than neat answers. One response was praised because it "avoided the cheap trick of an easy victory," and another for a "realistic ending" that explored how far change was (2025).

What you SHOULD NOT do:

DON'T "contort a previously prepared response" (2025) to fit the title and stimulus. Just like memorised essays in Section A, this shows. Whilst you may be preparing one or two skeleton drafts to take into the exam, ensure that you also practice adapting them and that you remain flexible. This means being prepared to drastically change your piece, remove or change irrelevant sections, and consistently reviewing your focus and phrasing to ensure all sections of your piece explore the title meaningfully.

DON'T write a "rambling text [without an] observable purpose" (2025). If you can't say in one sentence what your text is trying to explain, express, reflect on or argue, the assessor won't be able to either.

DON'T write for yourself. Texts that were "for self, rather than for the reader" were limited (2025). Every choice should be made with the reader's experience in mind. Whilst some intertextual references, real life events, and allusions may be accessible to a wide audience, more niche allusions and references will need to be explained or elaborated upon. A great way to ensure clarity is to have a friend or family member read through your piece.

DON'T engage with "limited or simplistic ideas" (2025) or ideas only loosely related to the Framework. A beautifully written text about the wrong ideas cannot score highly. This error is common amongst those writing in the Protest Framework. For

DON'T "use stimulus material in a literal way" (2025). Each stimulus has an idea behind it, and to show an insightful engagement with the stimulus, you need to consider its ideas. For instance, if a stimulus is showing you children playing a board game (2024 exam, Play, stimulus 2), instead of merely using that image in your writing, describe it and then use that moment to explore ideas about rules, competitiveness, and childhood play. Similarly, if you're choosing the prose / poem stimulus, don't just 'pluck out' a line at random, consider the overall meaning of the poem or quotation and explore that in your writing.

DON'T lose control of your form. One exemplar was noted for "some confusion of form – speech or text?" (2025). Once you've chosen a form, commit to its conventions throughout.

Section C: Argument Analysis

Argument Analysis has been in the study design for a very long time. However, the focus of the criteria has shifted throughout the years, with recent years placing a stronger emphasis on students' analysis of how the argument develops. This means treating the different components and persuasive techniques as interconnected features, rather than analysing persuasive devices in an isolated way. For more guidance on how to write an Argument Analysis essay, check out our guide on How to Write an Argument Analysis Essay. We also have a blog that unpacks Persuasive Techniques!

What you should do to score higher in Argument Analysis:

DO read the ‘Background Information’. This “sets the context from which the writers’ base their pieces” (2017), and allows you to more fully engage with the arguments presented. Aside from the basic textual details (author, title, publication), comb the background information for additional details such as: issue, potential audiences, purposes, and contention. As the 2025 report notes, "the implication of the publication details, along with the information that this was a regional town, needed to be used by students to infer both the audience and their interests."

DO write a fluent, contextual introduction (2018, 2022). “The best responses identified the overall purpose and intended audiences of the advertorial and letter, and used this as their context to structure their analysis of the key stages of the respective arguments and their purpose in positioning the reader” (2019, 2020). In essence, outlining the context demonstrates understanding, and allows for holistic analysis of the argumentative piece. 

DO track how the argument and strategies change throughout the piece. “Students identify contentions, supporting arguments and relevant language use but [do] not always demonstrate understanding of how the argument develops and functions, how language is used to persuade and why it is intended to impact on the audience in a particular way. This is analysis” (2021). This means tracking how the tone, argumentative strategies, audiences, are changing and why, and analysing how the author has strategically sequenced their arguments.   

DO comment on “language in context” (2019). Establishing the general connotations of a word is useful, for example, but linking it to exactly how it applies to the author’s argument is where it makes its true impact. This could look something like: "The adjective 'reckless' connotes a sense of irresponsibility and untrustworthiness, positioning Australians to see the government as incompetent and apathetic towards the issue of [...]."

DO note if there is more than one audience. Many articles have a “mixed audience” (2020), and recognising how different techniques appeal to different audiences differently elevates your analysis, allowing it to be both more precise, and cover a broader range of persuasive techniques. Consider both the different demographics (age, gender, class...) and values (environmentally-conscious, fiscally-conscious, patriotic...) when specifying audiences.  

DO address the image. The Expected Qualities are specific in “defining the term ‘language’ as ‘written, spoken, and visual language’ and thus it [is] expected that students respond to any visual presented in the material” (2017). This includes visuals such as logos, banners, and other decorative illustrations that may bolster a specific tone or argument.

DO focus on the “complexities” of the author’s argument (2021, 2022). Also mentioned in 2020, this practically means examining what wider motives the author might have for putting forth this argument and his/her ethical considerations. Consider both the explicit and implicit contentions / purposes. For instance, if the form is an advertorial, the author's purpose is likely to advertise their services or businesses, or to promote a certain image of themselves or their business.

DO be selective about the evidence you include (2025). As per the 2025 report, "students were not expected to laboriously identify and discuss every element. Indeed, to do so within the time constraints would have been impossible." Rather, you can demonstrate your mastery of persuasive techniques and analysis of argument by prioritising quality over quantity. Choose a range of different, interesting techniques and zoom in closely to unpack how they position the audience and bolster the author's argument.

What you SHOULD NOT do:

DON’T label techniques if you aren’t going to analyse them. Students “[listing] a series of techniques” was a complaint in every single assessor’s report for this study design (that is, from 2017 through to 2025). One piece of advice is consistently repeated in reference to this problem: “Identification is only the first step”. You “need to analyse how and why the argument is being developed in this way, and what persuasive impact on the audience is intended” (2019).   

DON’T fall into summary. “Achievement in Section C [is] limited by student dependence on summary, restatement and paraphrasing, and their failure to analyse” (2021). To watch out for this, the pattern of comments such as ‘he speaks about’, ‘he then goes onto’, ‘he talks about’ and ‘he mentions that’ are clear indicators that the student is simply summarising and restating argument, not analysing it” (2020, 2021). 

DON’T use excessively long quotations. A “reliance on extraneous quoting” makes “lengthy paragraphs” which are “simply forms of summary and paraphrasing, with dozens of single words and phrases in quotation marks making up the bulk of the work. Students may be under the misapprehension that they are analysing language when they do this; in reality, they are simply copying from the paper. Any quoted language should be accompanied by analysis. Otherwise, the quoting becomes part of summary.” (2022) 

DON’T ignore connotations. “Why did the author choose to use these particular words? How did they add weight to the argument? What impact was [the author] seeking to have on his audience by using them?” (2020).
 
DON’T make evaluative judgements. This is “not relevant to the examination task” (2020) and, just to reiterate, it “has no relevance in examination analysis” (2021). 

DON’T be generic. “Too many students offered a general discussion rather than analysing specific impact on the audience” in 2019, and the use of “comments such as ‘grab the readers’ attention’ or ‘to get the reader interested’ are too generalised and vague” (2019). Be specific about how a certain technique positions the audience to THINK / FEEL / DO / DESIRE. Further, be specific about who the audience is, rather than merely repeating the vague term 'audience' throughout your analysis.

DON’T write “lengthy, descriptive introductions” (2022). “These [add] very little quality to the analysis, and the student [is] wasting valuable time that would [be] better spent on examining the development of the argument.” (2022)
 

Conclusion 

And, lastly, one final piece of advice – arguably, the most important. From the 2017 assessor’s report, the oldest in the current study design: DO “write with confidence”.

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