7th class a house on fire essay

English Compositions

Short Essay on a House on Fire [100, 200, 400 Words] With PDF

In this lesson, dear students, you will learn to write a narrative essay on ‘A House on Fire’ in three different sets. It will help you prepare for your upcoming examinations.

Short essay on a house on fire in 100 words.

Short Essay on a House on Fire in 200 Words

Short Essay on a House on Fire in 400 Words

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It was late at night, and a loud noise awakened me. My mother arrived at that same moment to wake me up. Due to faulty wiring, the house just across the street from mine caught fire. It was the home of my friend Roshan. My mother and I rushed over to assist and calm them.

Black flames erupted from various locations across his home. Firefighters were doing everything they could to put out the blaze. My father was assisting Roshan’s father in saving crucial documents. I learned that we must always keep an eye on our wiring and not be careless or postpone when it comes to critical tasks.

Short Essay on a House on Fire in 200 Words

It was late at night, and a racket broke my sleep. It was naturally dark, but when I uncurtained my windows, I saw glowing lights everywhere. At that very moment, my mother came to wake me up. I could spot my father outside the window along with other neighbours. The house opposite my house had caught fire due to bad wiring. It was my friend Roshan’s house.

My mother and I immediately went to help and console them. Black flames that looked like smoky giants came out from different parts of his house. Firefighters were working their best to put off the fire. My father, along with other neighbours, was helping Roshan’s father to save important documents, among other flammable objects.

The fire had broken into their kitchen, but the other part of the house that included Rohan room and his parents’ room were not heavily destroyed. For one week, Rohan and his family stayed with us in our apartment while their house got repainted and refurbished. Their house was in dire need of renovation, and it looks like the newest house on the street. I learnt that we must always check our wiring and neither be negligent nor procrastinate on important activities.

It began when I was softly treading in the fairyland. I say this because my sweet dream was suddenly broken, and I woke up to a haywire sight before me. I was in my father’s arms. He was grabbing me tightly, and we were on the run. I was wondering if the wicked fairies were chasing us.

Everything felt so hot, and I could smell a mixture of strong body odour stinking from our bodies. I decided it was too much to bear and decided to sleep again. I was forced to reopen my eyes in a matter of two minutes. This time it was the sound of loud alarms that wouldn’t allow my mind the peace it so deeply craved.

I decided to take a look around the vicinity. I didn’t have to do a lot of neck work. We were not running anymore. We ran outside of our house and came on the road. It was at this moment that I spotted the red trucks. The source of the loud alarm was this truck. It was a fire engine. Our class teacher taught us the fireman lesson yesterday.

She told us that firefighters are brave people who have the lives of the burning people without caring about their life. At that moment, I heard the sobs of my mother. She stood next to us. She was crying. I looked at her and put my hands forward. She took me in her arms and wrapped me tightly. At first, I couldn’t understand a word that she was saying. Eventually, it occurred to me that she was trying to say that our house was on fire and the firemen were trying to put it off. I was shocked! I looked forward to seeing my house burning.

Little by little, the fire was perishing and consuming the whole of it. There was only one fire engine. The neighbours were trying their best to help. My father, along with some of the neighbours, had rushed inside the house to save important documents among their precious things from getting destroyed. We were later told that the source of the fire was the poor wiring of the house.

We had been negligent on that account. Poor wiring is risky, and it somehow caused the fire. One thing leads to another. We are staying at my maternal grandparents’ house for the time being. Our house is getting painted again. We have changed the wiring.

Dear students, hopefully, after this lesson, you have a holistic idea of writing a narrative essay on a house on fire. I have tried to be as descriptive as possible in the given word limit. If you still have any doubts regarding this session, kindly let me know through the comment section below. To read more such essays on many important topics, keep browsing our website.

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A House On Fire Essay | Essay on A House On Fire for Students and Children in English

February 12, 2024 by Prasanna

A House On Fire Essay – Given below is a Long and Short Essay on A House On Fire of competitive exams, kids and students belonging to classes 1, 2, 3, 4, 5 6, 7, 8, 9, and 10. A House On Fire essay 100, 150, 200, 250, 300 words in English helps the students with their class assignments, comprehension tasks, and even for competitive examinations.

You can also find more Essay Writing articles on events, persons, sports, technology and many more.

Short Essay on A House On Fire 300 Words for Kids and Students in English

One day, as I was returning from the playground, I saw a house on fire on the way. I rushed towards the burning house. When I reached there, I saw many people outside the house. Some of them were pouring buckets of water on the fire while others were throwing sand and dust. It was a horrible sight.

The house was a double-storeyed. Some of the inmates of the house were in the rooms on the first floor. They were crying for help as they were surrounded by the flames. The fire was spreading. Some of the inmates came out of the house with burns and injuries (blisters). But those, who were on the top floor, could not get out.

Meanwhile, the fire brigade arrived. The neighbours tried their level best to extinguish the fire but they could not. There was no fire extinguisher system in the house. The staff of the fire brigade fought bravely with the fierce flames. Water pipes were laid and the fire brigade officials made an effort to control the fire. One of the officials set a staircase that led to the windows of the upper storey. He took a great risk. He brought out the inmates and came down through the stairs amidst flames. The moment he got down along with two inmates, he fell down unconscious. The inmates whom he had rescued had severe burn injuries. They were immediately rushed to the nearest hospital in a serious condition.

The fire did great damage to the house. Clothes, furniture and other valuable articles were reduced to ashes. The fire brigade brought the fire under control after one hour of valiant efforts. When the flames were controlled, the house was found to be badly damaged. All the wooden materials were reduced to ashes. The kitchen, from where the fire had started, presented a dismal picture. The dining room, the drawing room and the store were badly damaged too.

But thank God that there was no loss of human life. After enquiry, it was found that the bursting of gas cylinder in the kitchen was the cause of the fire.

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A House On Fire Paragraph

A House on Fire Paragraph - Check Samples for Various Word Limits

Building a house takes a lot of pain. It is not only about building a pucca house or a kutcha house. Having a shelter over your head is a blessing but when it is wasted within a few minutes, it feels as if the whole world has been destroyed. All the struggles and all the pain vanishes within a few minutes.

A House on Fire Paragraph in 100 Words

A house on fire paragraph in 150 words, a house on fire paragraph in 200 words, a house on fire paragraph in 250 words, frequently asked questions on a house on fire.

Writing your feelings after seeing a house on fire? Check the samples provided below before you write the paragraph.

Having a shelter over our heads is a blessing. It takes a lot of pain to build a house. It is not only about the money but also the physical labour we take to build a house. But when there is a fire outbreak and the whole place is burnt down, nothing can be more heartbreaking than this. All the pain and struggle vanishes within a few minutes. While walking down the street in 2018, I saw a small spark near the slum, and suddenly, one of the houses caught fire as it was a kutcha house and then within a few minutes, the entire house was burning. Being scared, I screamed out to help, and before the people could save the house, it was completely burnt down. The pain was seen in the eyes of the owner, and I could see the fire in his eyes.

Building a house is a labour of love. It is not only about the money; it is also about the physical labour required to construct a home. It is a blessing to have a roof over our heads. But nothing can be more terrible than a house fire that ultimately consumes the entire structure. All of the troubles you took and struggles you underwent vanish in a matter of minutes. Once I was returning from my tuition classes in the evening, and suddenly, someone shouted for help in my neighbourhood. It was a lonely place, and I got scared listening to the scream. Before I could turn back, I saw a bright light, and after turning back, I saw my neighbour’s house was on fire. I could see him trying to save his house by throwing water, and his wife was coming out of the house with two children. Thanks to the fire brigade who came immediately and saved more than half of the building.

Having a place to call home is a blessing and is a major boon to have your own home. Many people are homeless, and we can never understand the hardships they face every day. When someone constructs their own house, they go through a lot of grief and suffering that is concealed from the public eye. Nothing is more terrifying than discovering your home is on fire. All of your suffering and anguish are buried deep within you. I was studying in my room one day when I heard a loud explosion in my neighbourhood. I bolted from my room and dashed downstairs to see what had happened. Almost all of my neighbours were running towards the end of the lane, where a huge flame was blazing. I could not really distinguish if it was someone’s house or just a fire. When I arrived, I noticed that one of my neighbours’ houses was on fire, and the owner was crying. I phoned the fire department right away, and they arrived with a long siren and quickly evacuated the entire building. They attempted to save the cook and the owner’s wife, who were trapped inside. His house was half burned down, but there were few other casualties. The people who were saved are grateful to the fire department.

A house can catch fire due to various reasons. When a person builds his house, he takes a lot of pain which is hidden from the rest of the world. He puts in all his efforts to build the house, and nothing in this world can be as terrifying as seeing your house set on fire. A lot of people are homeless, and their pain is incomparable. Something happened when I was in 5th grade and was learning about the emergency contact numbers in my school. While returning from the school, I saw a huge flame from one of the houses in my neighbourhood. My father and I ran to the place to see if it was my house which caught fire, but fortunately it was not my house. It was my neighbour who was a very close friend of my father. I saw him running out of his house and screaming out for help. Without wasting a minute, I called the fire brigade. The flames were spreading, and the owner of the house lost his consciousness due to the gases and flames. The fire brigade reached the site immediately and saved the lives of the people who were trapped inside the house and saved almost sixty percent of the house from burning. Although the fire crew spared his home, the owner’s eyes are permanently scarred by the wreckage. He burst into sobs as he realised what had happened. Even though he repaired his home, the devastation it caused is indescribable.

How does a house catch fire?

A house can catch fire due to various reasons. Fire is unstoppable. Therefore, it can spread quickly inside a house. It can be caused if a gas cylinder bursts, if there is an electric spark, etc.

How can we save a house on fire?

If a house catches fire, the best thing to do is to call the fire brigade immediately. It is not easy to stop the fire from spreading without the help of fire extinguishers.

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Essay on “A House On Fire” English Essay, Paragraph, Speech for Kids and Students for Classes 6, 7, 8, 9, 10, 11 and 12 CBSE, ICSE Board, 272 Words.

A house on fire.

Fire is that force and factor which has greatly contributed to the development of human civilization. It has helped man in many ways. It helps him to run factories, cook food and keep his home warm. It is man’s enemy also. It destroys houses, shops and lives. It is both a blessing and a curse.

Last night I was lying fast asleep. A noise suddenly woke me up. I opened the window of my room. I looked into the street. I saw many people running towards one direction. They were carrying buckets full of water. I opened the door of the house and came out. I found that the house of one of our neighbour had caught fire.

The owner of the house and all the members of his family were standing in the street. They were standing as a helpless lot. The people were trying to pull out their household things. They were throwing water and sand on the fire. They were trying to control the fire in every possible way. The flames were rising high. In the mean while the fire brigade reached there. The firemen fought bravely and brought the fire under control in half an hour.

Fortunately there was no loss of life. But there was a big loss of property. All the furniture was reduced to ashes. The doors and windows of the house were burnt. No food, no clothes could be saved. All the neighbours came forward to the rescue of the family. They contributed substantially for the relief of the family. Later on it was found that the cause of fire was short-circuiting.

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A House on Fire Essay for Students and Children in English

January 3, 2021 by Sandeep

A House on Fire Essay – A burning house attracts many shocked spectators trying to take care of the situation. People come out with buckets of water, sand and dust trying to control the growing flames. Neighbours can be seen trying to help victims holed up inside the house and trying to care for their burns and injuries. Rescue personnel and fire engines from fire brigade with long water pipes would be deployed immediately to extinguish the fire.

Essay on A House on Fire 200 Words in English

Below we have provided a house on fire essay, suitable for class 1, 2, 3, 4, 5 and 6.

One evening, I was peacefully studying in my room because I had an important test the next day. I was so engrossed in my studies that I could not hear the noise of people shouting fire! fire! outside my house. My sister entered my room and told me that a home in our neighbourhood had caught fire. I panicked and screamed. We rushed outside along with my mother and father to help our neighbour.

The entire community were pouring buckets of water and dry sand to extinguish the fire. Many even tried to cover some area of the house by a blanket to control fire, but it was blazing. The view was horrifying. People were trying relentlessly to put out the fire but to no avail. The fire brigade was taking a lot of time to arrive on the spot because of which the fire caused considerable damage to the house.

Since the house was a three-storey structure, the inmates were trapped on the third storey and were crying for help. Their lives were in danger as the flames were encroaching them rapidly. We were helpless and at a loss to help the victims who were screaming for help. All of us were praying and waiting anxiously for the fire brigade. Meanwhile, the fire brigade turned up. People took a sigh of relief. The secretary of that area explained the scenario and efforts made to extinguish the fire to the staff.

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Essay on A House on Fire in English For Students & Children

We are Sharing an Essay on A House on Fire in English for students and children. In this article, we have tried our best to provide a Short Essay on A House on Fire for Classes 3,4,5,6,7,8,9,10,11,12 in 100, 150, 200, 300, 400, 500 words.

Essay on A House on Fire in English For Students & Children

Short Essay | Paragraph on A House on Fire ( 100 to 150 words )

It was the month of April. I was having a sound sleep. Suddenly cries of Fire! Fire! woke me up. People are running on the street. It took me a few minutes to realise that a house had caught fire. I went downstairs in hurry and rushed to the affected house. There were clouds of smoke. The flames were running to the sky. One baby was left sleeping in the upper house. Her mother was crying bitterly. Her cries touched every heart. Showing some courage, I put the ladder against the wall and saved that child. She was happy to see the baby. Everyone thanked me. The lady blessed me again and again. People started throwing buckets full of water and sand. In the meantime, the fire brigade rushed to the affected houses and controlled the fire.

Essay on A House on Fire for students ( 300 words )

Last Sunday, I went to bed a bit late. I had slept just a few minutes when I heard loud cries outside.

I came out of my house and looked out in the street. I found the people running hurriedly in one direction. I learned from n of the runners that Mr. Kirpal Chand’s house in the neighbour. ing street had caught fire. I bolted the house from outside and began to move quickly in that direction.

As I reached Danny’s house, I was shocked to see that the flames of fire were touching the sky. Mr. Danny was a cloth merchant. He was in the habit of keeping bundles of cloth in his house before being taken to his shop for sale in the market. I was told that the entire stock of cloth in his house had been engulfed by the fire which had started from an unextinguished butt of a cigarette.

Danny was a chain-smoker. It was a strange combination for a cloth merchant to be a chain-smoker also, and this fact was being discussed by the by slanders.

Danny’s wife was in a state of frenzy. She was crying loudly. I learned that her little child who was sleeping in its cradle had been left in the house.

Nobody, dared go and fetch the child, as there was real risk involved in the venture. But it was, at the same time, difficult to hear the loud pathetic wails of the lady. Moreover, it was a question of human service and humanity had been thrown a true challenge by the circumstances.

For a few moments, I looked at all the bystanders and then without a warning, jumped straight into the fire.

Within a few minutes, I brought the child out and handed it over to the poor lady. She was so overwhelmed with gratitude that she could hardly utter a word. But her silence and sobbing were more eloquent than any speech, and the bruises and slight burns that I got seemed sweet slich a noble venture for which I needed no recompense.

# Speech | Paragraph on A House on Fire for kids # A House on Fire composition

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Rainy Day Essay

THEME ANALYSIS

Many of the characters feel an intense sense of alienation and loneliness. Sometimes this sense of disconnection is a result of their workplace. In White Spirit , for example, the unnamed protagonist attempts to bridge cultural differences on the council estate where she works. Amongst the wildly diverse inhabitants of the estate she finds herself to be a “dowdy, sad sparrow among peacocks.” Similarly, the narrator of Laminex and Mirrors is working at her job, cleaning in a hospital, in order to save money to fly to London. She envisages herself “absorbing culture and life” in the great capitols of Europe, and feels a strong sense of alienation from her co-workers, who find the fact that she reads for pleasure so remarkable that they refer to her as “the scholar.” Another example is Liz in Cake , who on her first day back after her maternity leave finds herself at odds with her colleagues, who all insist that working is far superior to child-rearing, an assessment Liz herself does not agree with.

It is alienation within the family unit, however, which is perhaps most striking in Like a House on Fire . In Whirlpool , Kennedy examines the unspoken divisions and allegiances of a small family. Twelve-year-old Anna finds herself growing ever distant from her mother, who clings to an idealised image of what she imagines her family to be, symbolised by her obsession with taking the perfect photo of them all to send to her distant friends. Anna finds herself unable to communicate with her own mother, who is “grim with the need to plot exile and allegiance” within her own family. In Ashes , Chris and his mother must navigate a complex history. They scatter the ashes of Chris’ father, who could never understand Chris’ lack of interest in traditionally masculine pursuits such as fishing, or his homosexuality. Indeed, his father’s final conversation with Chris was a request not to “throw” his homosexuality in his mother’s face. This inability to be open with his family led to Chris breaking up with his boyfriend Scott, compounding his loneliness. In Static , Anthony finds himself utterly alienated from his parents and his wife during their

Christmas lunch, where the follies of both parties are clearly displayed.

Alienation in the wake of relationships is also common in Like a House on Fire . In Sleepers , Ray finds himself in a state of paralysis, under employed in a half-time job, and beholden to a strange “lethargy” following being dumped by his girlfriend Sharon. This sense of alienation and paralysis results in him making the disastrous decision to assert some degree of control by stealing some sleepers from a construction site, for which he is arrested. Similarly, in Cross-Country , Rebecca is unable to break out of her lethargy following her divorce, and isolates herself from society.

As much as the stories are characterised by isolation and alienation, many of them do end optimistically. Laminex and Mirrors , Ashes , Flexion , White Spirit and many more all end in images of intense and intimate human connection.

Many of the characters in Like a House on Fire have unrealistic expectations or fantasies which inevitably result in disappointment. In Whirlpool , Anna’s mother is driven by the desire to create a perfect image of her family as a harmonious and happy entity which she can advertise to obscure connections in her annual Christmas cards. Ironically, her desire to take the perfect photo results in an exacerbation of the sort of unspoken resentments and divisions she hopes to hide. Similarly, Anthony in Static is attracted to his wife Marie because of the little physical imperfections, such as a crooked tooth, which make her beauty real and human, whereas Marie can only see beauty in perfectly posed photos which present “a perfected study of herself.” The desire for a false, physical connection is also evident, occasionally, in Laminex and Mirrors , both in the cosmetics which the narrator’s co-worker sells and in the brief description of the rhinoplasty ward. In Cross-Country , Rebecca inhabits a dream world in which she will compete against her ex-husband in a race, and beat him. She describes this fantasy as a “short film looping” in her head, and marvels at the extent to which “we’ll invent what we need.” Her illusion is shattered, mercifully, and the story ends with her decision to symbolically shut down the computer with which she had attempted to stalk her ex-husband and leave the house.

In some stories, the illusions which characters had clung to are well and truly dispersed by the time we meet them. In Tender , Christine recalls the imagined future she dreamt up, of domestic bliss, “a golden halo of lamplight, polished floors…everything clean and wholesome as a cake of handmade soap.” Instead, the house is “makeshift and unfinished,” a “more prosaic reality” full of ideas which “buckled in the face of reality and time.” Her and Al’s dream, of a super-sustainable and ecofriendly house existing without the benefits of electric heating or even toasters, has long since had to adapt to reality, and practicality. Another character who has broken out of her illusions by the time she enters a story is Michelle. The discovery that her boyfriend Des had been sleeping with other women while she was pregnant is the final, obvious truth that he is not going to be the husband she needs or the father that her child will need. She describes the process of realising this as an epiphany. After she has given birth, she feels the certainty that Des is a no-hoper flood into her “like a door opening.”

Illusions and fantasy are not presented as being exclusively dangerous, however. In White Spirit , the unnamed narrator fantasises that the mural she has commissioned for the council estate where she works will be a joint effort bringing the diverse occupants of the estate together. When it fails in that respect, she is disheartened; however, the story ends with a moment of connection with some of the estate’s inhabitants. Her expectations may not have been met in the way she anticipated, but the effort brought her closer to the community she works for. Similarly, the final story in the collection, Seventy- Two Derwents , can be read as a metaphor for the power of hope. Twelve-year- old Tyler lives with her mother, his boyfriend and her older sister in poverty, and Shane, the boyfriend, is violent and on parole. After he nearly murders her, the account, written as a series of journal entries from Tyler, ends with a solemn “promise” to collect a baby bird from her teacher to nurture, and a declaration of her intention to keep writing and to become an artist. Thus, the ability to envisage a better world is shown to be a positive trait, and even a necessary one for survival.

Kennedy pays much attention to gender, and is deeply sympathetic to the plights of both men and women. Several of her stories revolve around women trapped in unfulfilling relationships; occasionally, these relationships are even dangerous. The first story in the collection, Flexion , depicts a woman so tied down to her thankless marriage to Frank Slovak that she is literally defined by it: she is only ever referred to as Mrs Slovak or Frank’s wife, and by the townspeople in their rural community as “the quiet one.” After a terrible accident cripples Frank, her immediate sensation at his surviving it is not joy but resentment that she must now serve him even more intently than before; she feels “cheated.” She takes some control over the farm, and orders him to “get on that phone” and thank the well-wishers who have worked on the house in his absence. However, Mrs Slovak learns that Frank’s reluctance to accept help is not because he is misanthropic but because he himself is trapped in his own gender role, as a rugged, stoic man who is entirely self-dependent and always in control. Their quiet reconnection at the end of the story is mirrored in Waiting , in which the trials of the unnamed narrator attempting to become pregnant are paralleled by her husband’s equally futile efforts to grow a bountiful wheat crop.

In Tender , Christine is infuriated by her husband Al, who is in his own way loving and dutiful but vague to the point that everything “seems to be teetering on the verge of coming apart.” Christine loves her children and her house and probably Al, but the potential cancer in her body throws her role in the world into sharp relief over the course of the story, prompting a reflection on her life. In Five- Dollar Family , as discussed above, the Michelle’s reflections on her relationship with Des are much further developed, and she has no interest in maintaining a connection with him – especially since he will almost certainly be sent to prison. Whilst in Five-Dollar Family Des is presented as clearly thuggish but has never directly threatened Michelle, in Seventy-Two Derwents Shane rapidly moves from being seedy, spying on Tyler in her sleep and asking about “boyfriends,” to actually threatening murder. In the story’s climax, he pulls a knife on Tyler, her sister and her mother after the authorities learn that he has broken the terms of his parole. The scene shows at once the worst of masculinity and the strength of womanhood: the two girls and their mother face Shane down, and Tyler’s mother stabs him with her sewing scissors.

Kennedy also displays a keen awareness of the limitations and expectations of masculinity. In Ashes , Chris reflects on his late father’s inability to accept his lack of interest in traditionally masculine pursuits such as fishing. He recalls his father angrily declaring that he doesn’t “know what’s bloody wrong” with him. Chris’ homosexuality also sits well and truly outside of his more conservative parents’ notions of masculinity. Ashes at least ends on a positive note, suggesting reconciliation between Chris and his mother. By far the bleakest depiction of masculinity in the collection is Ray in Sleepers , who, along with many of the men in his town, find himself unemployed or underemployed owing to the outsourcing of major infrastructure projects. The story charts his decline into hopelessness, until, desperate to assert himself in some way upon the world, he makes the disastrous decision to steal a few of the redgum sleepers being unearthed at the construction site, leading to his arrest. Ultimately, Kennedy’s writing stresses the importance of respect and equality, and argues that any gender role, male or female, which encroaches on the autonomy of its subject, is harmful.

Many of the stories focus on bodily damage or trauma; or rather, on the implications of physical trauma rather than the act itself. In Flexion , Frank is crushed by his own tractor, and has his spine snapped: “not dead… but might as well be.” Miraculously, he survives, but this makes him so dependent that his wife, Mrs Slovak, can only feel barely contained “choking rage” burning through her. He cannot walk or wash unaided and is in constant pain. The sudden change in their relationship, as Frank, who had longed played the role of a bloody-mindedly stoic and self-sufficient Australian male, suddenly becomes completely dependent on his wife, forms the main part of the story. The honesty they find, as Mrs Slovak takes control of their farm, is foreshadowed neatly in the early image of a “strongbox” full of “every emotion he’s withheld from her in the last eighteen years” breaking open. Physical damage also looms over Laminex and Mirrors in the form of Mr Moreton, who is dying from cancer. The unnamed protagonist takes it upon herself to sacrifice her job in order to make his final days a little more joyous and human. In Little Plastic Shipwreck , Roland spends his days working at a pathetic aquarium complex in order to provide for him and his wife Liz, who suffered brain damage after falling from a balcony. He also sacrifices his job, although in this case it is that rather than mutilate the dead body of a dolphin. The ending of this story is less triumphant than Laminex and Mirrors , however; the protagonist of the latter is only potentially sacrificing a trip to Europe, whereas Roland must now find some new means of income to support his desperately ill wife. Finally, Like a House on Fire charts the tragi- comic feelings of helplessness that its protagonist feels as he impotently tries to maintain his household following a work injury which makes standing or walking agonisingly painful. He spends much of his story on the floor, “like a beaten dog,” attempting to get his sons to help decorate the Christmas tree. The focus of the stories is never the injury itself; indeed, in the case of Laminex and Mirrors or Like a House on Fire the exact nature of the injury is left reasonably ambiguous. Rather, the focus is on the aftermath of these injuries, and especially their ramifications for human relationships.

Poverty and Class

Cate Kennedy’s stories are focussed largely on very private human interactions, and display little in the way of political attitudes. Nevertheless, she exhibits a keen awareness of class and disadvantage. Sometimes this is through the perspective of more educated, presumably wealthier characters. Chris in Ashes for example is university-educated and thinks in a precise and eloquent fashion, conveyed in long, multi-clausal and lightly ironic sentences: “He thinks of them in formidable capitals: the Book Club Women. Women perennially sitting around modular lounge suites, criticising someone’s book.” He exhibits a certain disdain for his parents, and his desire to read rather than fish with his dad combined with his parents’ quiet disappointment with his homosexuality suggest that he is a more educated, progressive individual than his parents. In Laminex and Mirrors a similar tension exists between the narrator, who years to travel Europe and drink in the “culture” and her co- workers, who have no ambitions further than their cleaning work and find the fact that the protagonist reads for pleasure to be remarkable.

Other stories are told from the perspective of disadvantage or poverty. Five- Dollar Family does not stress so much as imply the low socio-economic status of its characters. Michelle does not mention any work awaiting her after giving birth, and Des exhibits distinctly “lower-class” tastes. Certainly they find the idea of a family photo for $5 extremely enticing. They are not mocked for their status, however: Kennedy’s stories are always compassionate. In Seventy- Two Derwents , however, some of the grimmer realities of poverty are on display. Tyler’s mum seems to have lived a life characterised by early pregnancy, estrangement, and terrible boyfriends, the latest of which is the violent Shane. The mother must prove that she can work by creating and selling luxury dolls in order to access a benefit scheme. Ellie, the older sister, is upwardly mobile, aiming to study, and this at times earns the resentment of her mother, who sees her daughter’s success as mere “showing off.” Whilst told with Kennedy’s usual warmth and humanity – possibly even more than usual – the story still emphasises the potential catastrophe of poverty; Shane almost kills Tyler.

Kennedy often takes the family unit as the focus of her stories. She is particularly interested in the divisions and tensions which simmer away under the surface of families. In Whirlpool , Kennedy presents a family riddled with unspoken resentments and bitterness. The setting, of a hot, interminable Australian summer, captures the sense of unbearably building distaste the young protagonist Anna feels for her family, and especially her mother. As discussed above, her mother obsesses over capturing the perfect photo of her family, often in such a way as to blind her to the reality of the family’s actual level of cohesion. The sense of a group of people mindlessly performing the rituals of a happy and loving family is also captured in Static . Anthony spends much of the story reflecting on the lack of love apparent in his marriage. The sense of performing the role of loving son to his parents is captured when his nephew asks why he must appear incredibly pleased with his grandmother’s lacklustre gift, and Anthony finds himself at a loss as to why he should bother pandering to “the domineering old harridan.” The title has several meanings, one of which is to be static, or still – and Anthony’s state, stuck in a seemingly joyless family unit, captures that meaning.

In Ashes , it is Chris’ homosexuality and lack of interest in traditional masculine pursuits such as fishing which drives a wedge between him and his family. He finds his mother’s determination to whitewash her strained relationship with their dead father and husband, and to rewrite history so that the pair of them went on many fishing trips which they both enjoyed, to be utterly “nauseating.” Even with Alan dead, his ghost seems to linger and strain the relationship between mother and son. A similar strain is even more evident in Seventy- Two Derwents , between Ellie and her mother. The pair frequently argue with each other and the mother seems to deeply resent Ellie’s determination to pull herself out of her family’s disadvantage by working hard, saving money and aiming to go to TAFE or university. However, the pair and the younger sister Tyler eventually face down the abusive Shane, and seem to be growing stronger by the end of the story. This vein of hope runs throughout the entire collection. In Ashes Chris, for all his (understandable) bitterness, seems to yearn for reconciliation with his mother, symbolised in his brushing ash from her shoulder in the final lines. Like a House on Fire and Five-Dollar Family both depict fraught family situations which end on positive, hopeful notes. Kennedy seems to hold that no family is perfect, but that very few families are broken beyond hope of repair.

Many of the stories in this collection feature breakdowns in communication between characters. White Spirit depicts its unnamed narrator struggling to communicate with people who speak “languages I don’t understand,” and who feels a profound disappointment that she cannot communicate as readily as she would like to with the people she ostensibly works for. Cake features a similar predicament. Liz is unable to express to her grief at having to leave her son in the care of strangers. Her co-workers are adamant that working is far superior to staying at home and tending to the needs of children. Liz disagrees, finding herself vaguely surprised at just how pointless and meaningless her work at her office really is; when she attempts to explain that she likes spending time with her son to her co-workers, however, she can tell that “this is not the answer they want.”

More commonly, however, Kennedy depicts this broken communication within relationships and families. Whirlpool vividly depicts the growing alienation between twelve-year-old Anna and her mother. Anna speaks rarely throughout the story. When she does, it is often in a whisper. Instead she finds herself giving a “traitorous” smile to her mother, who she can barely bring herself to speak to. The final image of the story is of a pool filled with “unshed tears” – symbolic of the unspoken tensions rife in the household. In Static Anthony is constantly making sardonic observations about both his wife and his mother, suggesting his growing estrangement from both of them. Flexion depicts a relationship in which no meaningful emotional connection has been made for eighteen years, and Like a House on Fire vividly explores the effects of chronic pain on a marriage in which tensions are more frequently expressed by stony silence than they are through words.

Kennedy frequently takes her characters into places where language alone no longer suffices. However, she never leaves them stranded there. The stories frequently end with a non-verbal affirmation between two characters; clasped hands, an embrace or something similar. This suggests that for Kennedy there are forms of connection and communication which run deeper than language.

Frank and Mrs Slovak

Frank Slovak and his wife, who is never named, are one of many uneasy relationships in the collection. Frank is brooding, domineering, and emotionally repressed. It takes a horrific accident – being crushed by his own tractor – to open up the emotional “locked strongbox” he has kept shut for so long. He is stubborn and wilful, and resents being compelled to accept aid from anybody. His wife is not given a name, reflecting her status in the relationship; similarly, the townspeople refer to her as “the quiet one.” The strain on their already frosty relationship is initially exacerbated by Frank’s injury, to the extent that she resents his survival. However, when he himself confides sorrowfully that his death would have been a gift he “could give [her],” she understands his own emotional turmoil, and the story ends on a hopeful note.

Ashes depicts Chris struggling with the memory of his father, who was uneasy with Chris’ homosexuality. Chris is an articulate, university-educated young man who never fit into his father’s vision of a typically masculine son. Chris also struggles not to resent his own mother, who engages in a wholesale “revisionism” of Chris and his father’s relationship. She reinvents their incredibly awkward fishing trips as cherished memories, despite the fact that they were few and deeply unsatisfactory. Chris also struggles with the memory of his ex-boyfriend. The story ends with his unspoken acceptance of his mother’s grief.

The narrator of Laminex and Mirrors

The narrator of Laminex and Mirrors is a recent high-school graduate working a temporary job as a cleaner at a hospital in order to fund her planned holiday in Europe. She is something of a fish-out-of-water character within the hospital; she yearns for Europe and is nicknamed the Scholar by her co- workers owing to the fact that she occasionally reads for pleasure. She is also frustrated by the arbitrariness of the hospital; she resents being told to clean an old wing which is “about to be demolished” and she feels uncomfortable about the strict rules which forbid any fraternising between staff and patients. She befriends the terminally ill Mr Moreton and eventually gifts him a final morning in the sun with a cigarette, presumably at the cost of her own job.

Christine is another character in the collection who is embedded in a long- term relationship which has not panned out precisely as she had anticipated. She and her husband Al attempted to create an eco-friendly, anti-modern family home, which Christine “loves” but concedes seems permanently “unfinished.” Many of their plans for the house and their lifestyles have been abandoned for practical reasons. She has a lump which must be surgically excised, and this brush with mortality serves to highlight the issues in her life – her vague husband, unfinished house and unruly children – but also reaffirms her love of her family.

The narrator of Like a House on Fire

The narrator of the titular story is a husband and father who is left crippled and helpless after a severe back injury. He must try to organise Christmas from his position on the floor of his loungeroom, where he parks himself in order to exert control over his children while his wife, Claire, works extra shifts. Like all the stories involving bodily trauma in the collection – and there are many – the focus is not on the injury itself but its repercussions, and the effect it has on the emotional life of the person who suffers it. In this case, it is the strain put on the husband-wife relationship and the emasculating effects on the narrator which Kennedy explores.

Like many female characters in Like a House on Fire , Michelle is in a relationship with a useless man. Des is a philanderer, a drunkard and a thug. The story focusses on Michelle’s experience as a new mother, who gives birth to a son and has an epiphany about Des, and determines to live a more fulfilling life once he is out of the picture – and judging by his impending court date, that will not be far off. Through Michelle, Kennedy again affirms the relationship between mother and child creates a hopeful portrait of a young woman taking control of her life.

The narrator of Cross-Country

In Cross-Country , Kennedy paints an often darkly wry and comic portrait of post-breakup depression. The central character has been divorced by her husband, and spent most of her period of leave sitting in her own home, amidst mess and chaos, and obsessively attempting to track him down on her computer. She convinces herself that he has joined a cross-country club and fantasises about competing against him and humiliating him. When she realises that she has fooled herself she feels a metaphorical “cool and unexpected breeze” and seems to determine to re-join the outside world.

Ray is a sensitively-drawn no-longer-young male. He can only find work for a few days a week in a town where much of the male population is unemployed, partially due to outside contractors being given most of the new infrastructure projects. He has also slumped into a deep lethargy following being dumped by his former girlfriend. He lives in the shed of a friend. The rail project in his town becomes a fixation for many of the un- or underemployed men, who attempt to engage in some small act of defiance by stealing the old redgum sleepers which are being pulled up. Ray convinces himself to steal some and the story closes with the police surprising him.

Anna is a twelve-year-old girl with a fraught relationship with her mother, who fixates on appearances and obsessively attempts to create the perfect family Christmas photo. Anna’s mother seems intent on creating tiny rifts, loyalties and divisions within the family. It is a deeply unhealthy dynamic for Anna, who is self-conscious about her weight and body-image. Anna is an extremely sensitively-drawn portrait of a young girl on the cusp of adolescence, and Whirlpool expertly creates a sense of menace and paranoia in a suburban Australian home.

Liz, the central character of Cake , is a first-time mother who has just returned to work after maternity leave. She is horrified at the prospect of leaving her son in the care of others, and is forced with the realisation that her office job is full of banal and completely pointless tasks. Worse, she feels a sense of alienation from her co-workers, who universally agree that maternity leave was stressful and exhausting and that they couldn’t wait to get back to work. Liz is an interesting example of a woman who finds more “liberating” gender roles to be in their won way as constrictive as traditional gender roles.

The narrator of White Spirit

The narrator of White Spirit is a well-meaning but exhausted and alienated manager on a housing estate for immigrants. The story focusses on her futile effort to create a sense of community by commissioning a huge painted mural. However, her despair is challenged by a moment of connection with her charges at the end of the story.

Roley is a typical character for Like a House on Fire . He is working a casual job he hates in order to support his brain-damaged wife as she recovers. Also like many characters in the collection, the story peaks with a small moment of defiance. Ordered to cut up the body of a dead dolphin at the aquarium at which he works, he eventually snaps and loses his job, putting his sense of decency above his economic needs.

Anthony lives with his beautiful wife Marie in a beautiful home. Their perfect life is something of a façade, hiding various tensions – the luxury of the house depends on credit and debts, Marie is ashamed of any little humanising imperfection in her body, they want children but cannot conceive and eventually Anthony is faced with the fact that his economically poorer sister and her husband might actually be happier than he is. He has a biting, ironic sense of humour, particularly when critiquing the actions of his domineering wife.

The reader experiences young Tyler’s perspective on the world through her journal which she keeps for school. She is perceptive, articulate and very artistic, but also dangerously naïve, considering her disorderly family house, characterised by poverty and abuse. Her mother’s boyfriend, Shane, clearly takes a sexual interest in the two daughters, and turns violent by the end of the novel. However, Tyler and her sister and mother overcome Shane and the story – and thus the collection – ends on an optimistic note, with the voice of a creative young girl pledging to follow her dreams.

“Not dead, they said, but might as well be. Caught him straight across his spine.” (1) – Bodily trauma is a recurring motif throughout the collection. Kennedy uses damage to the body for a number of purposes, often, as in this case, as a metaphor for emotional paralysis. Frank’s incapacity represents his inability to connect to other people, especially his wife.
“Yeah, his wife, they said finally, nodding. The quiet one.” (2) – In Flexion , Kennedy begins crafting her motif of women in unfulfilled marriages. Mrs Slovak is defined by her unhappy marriage – literally so; she is never given any other name than Mrs Slovak or, more frequently, Frank’s Wife.
“As she runs she kicks off her slippery town shoes and feels dry furrowed earth rising and falling and crumbling under her bare feet all the way to where he’s lying.” (2) – Kennedy writes most of her stories in the present tense. Combined with vivid details such as the texture of the “dry furrowed earth,” this makes them feel immediate and relatable.
“It’s as if the locked strongbox inside has burst open…” (3) – Kennedy creates a vivid metaphor of a “strongbox” bursting open and repressed thoughts bursting out and “writhing” around. This is symbolic of the way in which physical trauma unlocks repressed emotions in many of the stories.
“The year she’d lost a baby…” (4) – See Lawson, The Drover’s Wife : “One of the children died while she was here alone. She rode nineteen miles for assistance, carrying the dead child.” In the original story, the Drover is physically distant from his wife. In Flexion , he is emotionally distant. Kennedy frequently uses infants and childbirth as symbols of the female experience, and as ways for women to feel a connection to others which they might otherwise lack. The repression of the story of the baby is thus symbolic of the repression of Mrs Slovak generally.
“…and she sits composing her face into relief and optimism while inside, truth be known, she feels cheated.” (6) – The image of the wife “composing” her face to hide her shameful disappointment is a powerful example of the sort of secret inner lives which Kennedy presents throughout her stories.
“It’s easier to nod and agree, to pretend to take his advice about what she should be doing about the farm work.” (7) – In these stories men, boyfriends and husbands are often portrayed as dominating women, physically or emotionally (this is most true of Seventy-two Derwents ). However, it is rarely that simple. The implicit suggestion in these lines that Mrs Slovak has no interest in actually following her husband’s advice, but rather does things her own way, reveals the complexities of their relationship. Frank, particularly in his debilitated state, needs to feel he has control over something; his wife maintains the illusion whilst seeing to it that the best courses of action are taken. The relationship is not a happy one exactly, but it is a functioning one.
“And while the physio shakes her head in admiration… she can’t trust herself to open her mouth.” (8) – This long, multi-clausal sentence is characteristic of Kennedy’s stream-of-consciousness style. We watch the scene unfold, from the doctor’s perspective and then to Mrs Slovak’s, and the manner in which Kennedy piles clauses on top of each other mimics Mrs Slovak’s train of thought.
“… choking rage burns like a grass fire, like gasoline.” (8) – This metaphor evokes the setting, of a farm, by comparing Mrs Slovak’s rage to quintessential rural objects/experiences.
“…tormented by something as incomprehensible and enraging as kindness.” (10) – Meaningful human connection is one of the hardest things for characters to experience in Like a House on Fire . Frank has walled himself off from the world so effectively that he is completely unable to understand why someone might do something out of sheer generosity.
“…and get on that phone.” (13) – Mrs Slovak takes control here – she forces Frank to acknowledge that they cannot continue in isolation; he must accept the kindness of others.
“Now would be a good time to die, while you weren’t there. That’s what I could give you.” (15) – Mrs Slovak realises here how aware of his own, self-imposed entrapment Frank is. His surliness is not evidence of an antisocial nature but rather a terrible fear of being a burden to others. This is true to the extent that he would have preferred to free his wife by dying. This is evidence that for Kennedy, traditional gender roles are as debilitating for men as they are for women.
“She places his hand wordlessly, determinedly, over his heart, and holds it there.” (16) – Kennedy uses a moment of intimate physical connection to symbolise the underlying unity of Frank and his wife.
“He thinks of them in formidable capitals: the Book Club Women. Women perennially sitting around modular lounge suites, criticising someone’s book.” (18) – A good example of the subjective third person narrative voice Kennedy writes in for several stories. Although not in first person, the narration still captures something of Chris’ character; his cynicism, and his University education. He thinks in complex sentences with a complex and self-aware vocabulary.
“As he straightened up after putting his father’s ashes inside the cabinet, longed so much to be with Scott that it almost hurt.” (20) – Chris’s conflictions over his relationship with his father and his failed homosexual relationship with Scott are very closely bound, and this association is particularly strong in this sentence, explicitly linking the two ideas. The story can be read on one level as an exploration of what it means to be male, and the turmoil Chris feels over not being “manly” in the way his father envisaged him..
“The words rage in his head, smoking like acid in behind his clamped mouth.” (27) – Kennedy employs a powerful image of “smoking” words “clamped” behind Chris’ mouth to metaphorically represent his emotional repression.
“And it’s not as if you have a wife and children at home waiting, is it?” (28) – The longstanding resentments of Chris’s family – at least in his mind, for this line is from an imagined, future conversation with his mother – lead back to his homosexuality. However, the “morose passivity” of his father, describes on pages 26 and 27, suggest that part of his father’s resentment is due to his own failure to be a stereotypically successful head of the family.
“He can’t believe this is all that’s left, this dust and grit…” (32) – ‘Ashes to ashes, dust to dust’ from the Book of Common Prayer. This passage reflects the Christian view of human life as a temporary, earthly state – the body is merely crude matter – and the afterlife as the true beginning of life. In Ashes , Chris reflects on the brevity of life, and the fact that we are all destined to turn to dust and ash, and he asks himself why he could not have been a little more patient with his father while he was still alive.
“…without interrupting her, he brushes it off.” (33) – In Like a House on Fire , small and seemingly inconsequential physical acts take on an immense significance, as a symbol of connection and love. Chris brushing the ash from his mother’s shoulder is one example of this.

Laminex and Mirrors

“The smell will stay hanging on me all day, burned and stale…” (36) – Kennedy brackets the first (and what is implied to be the last) day of the narrator’s hospital job with cigarettes.
“Feel like that thing’s choking me.” (38) – Entrapment is a common motif in Like a House on Fire , and is presented in a physical, literal depiction in Moreton, who cannot move.
“You can’t tell if she’s pretty or not because of the swelling and bruising…” (39) – The rhinoplasty patients appear as a sharp contrast to Moreton; one with (presumably) lung cancer, and the others undergoing elective surgery in order to fit into society’s stringent beauty standards. Both stand as examples of the many and varied ways that individuals can be pressured into or trapped within physical or social frameworks.
“But it’s about to be demolished.” (45) – The petty order from the matron for the narrator to clean a bathroom which will be demolished in a week is an example of the pointlessness the narrator feels in her job.
“There’s nothing to it in the end, just a steadying grip to help lift him up and over the rim.” (51) – In one of many powerful moments of physical touch representing emotional connection, the narrator lifts Moreton from the bath.
“…in the no-man’s-land of the hospital’s thermostatically cool interior, its sterilised world of hard surfaces…” (56) – The cold inhumanity of the hospital is a sharp contrast to the utterly reckless but poignant act of rebellion by the narrator. In this story, the hospital with its rules and regulations takes on the role of a physical entity which entraps the characters; in other stories, characters are trapped by less tangible forces.
“Christine had fantasies when the kids were babies…” (58) Christine’s fantasies of a “clean and wholesome” house with polite and loving children has given way to the more mundane realities of family life. As with many characters in Like a House on Fire , she must learn to reconcile expectations with reality, and learn that there is no such thing as a perfect family.
“Everything, on the contrary, seems to be teetering on the verge of coming apart.” (63) Christine’s exhausting experience of a domestic life forever on the verge of collapse is a reflection of the randomness of life in Like a House on Fire . Many characters find themselves in situations where they can barely cope with dramatic changes or disasters in their lives.
“But he’s so vague , that’s the trouble, so blind to how much organising she has to do around him to keep it all running.” (64) Christine’s frustration at her husband, who is not a bad man as such but just “vague,” is typical of the pent-up frustrations and resentments which characterise family life in the short-story anthology.
“She feels the ardent rush of helpless, terrible love.” (65) In Tender , the shadow of the narrator’s own mortality throws the mixed emotions of her family life into relief, including irritation at her thoughtless husband and intense “helpless” love for her children.
“They are eyes, it strikes me, that are all too familiar with endlessly compromised plans, as if life is already revealing itself to her as a long trail of small disappointments and changeable older brothers.” (76) The narrator, albeit with a light ironic tone, hits upon a central theme of the anthology when he describes his young daughter as already becoming aware of the “long trail of small disappointments” which characterise life. “Compromised plans” – or visions, or goals – are common throughout the anthology.
“…just to make sure I well and truly kill the occasion now that I’ve poisoned it.” (77) The narrator’s faintly comic, self-mocking tone reveals his nascent sense of shame and guilt at being so debilitated and helpless before is children.
“…and that’s the extent of how we communicate these days, in the tiny squeezed and inflamed gap somewhere between slippage and rupture.” (79) Like the image of Frank’s emotions pouring out of a “strongbox” in Flexion , this image metaphorically locates the relationship between Clair and her husband in the context of his damaged body.
“Well, it can’t be helped,’ she says, and there it is, the sound of everything she’s really talking about, echoing in the big, hollow silence under her words.” (86). As when the narrator imagines a string of rebukes he would never actually say to his wife, he imagines “everything she’d really talking about” when she answers him bluntly. Close relationships between characters in the collection are frequently communicated non-verbally, illustrating the depth of connection humans can create between one another.
“Definition of psychosomatic: something originating in the mind or the emotions rather than through a physical cause.” (88) The narrator’s definition of psychosomatic pain as something “originating in the mind or the emotions” echoes much of his own sense of shame and paranoia, which is largely due to his own sense of guilt rather than genuine resentment on the part of his family.
“….and I reach up to pull the elastic band and grips out of her hair.” (93) Like many of the stories in the collection, Like a House on Fire ends with a symbolic moment of physical connection between to characters, suggesting a deeper connection which is capable of surviving the difficulties life throws at them.

Five-Dollar Family

“The person she’d been before the birth, in fact, seems like a dopey, thickheaded version of who she’s become now.” (102) Whereas most of the characters in the first half of the anthology find themselves reconnecting in the wake of trauma or sudden change, Michelle finds herself finally accepting that she cannot rely on Des for anything.
“She couldn’t believe she’d ever needed him for anything.” (104) In Five-Dollar Family and later, in Seventy-two Derwents , Kennedy presents the bond between mother and child as infinitely more fulfilling than that between a woman and a “useless” man.
“First one thing, and then another thing, and the click when it happens, like a door opening.” (105) Michelle’s description of the way in which the birth of her child led to an important sense of finality about Des echoes the structure of many stories in the collection, where a sudden change or trauma leads to an epiphany.
“Felt herself as indulgent and forgiving and tolerant as his mother, like it was a club women belonged to.” (108) Michelle’s notion of the “club women belonged to” is a powerful example of the way in which women are trapped by society – in this case, through their emotional attachment to manipulative and uninspiring men.

Cross-Country

“There’s a short film looping in my head” (120) The narrator, like many characters in the collection, is a victim of her own fantasies, which threaten to distance her dangerously from the real world.
“It’s amazing, isn’t it, the level to which we’ll invent what we need.” (125) The narrator of Cross-Country , like Chris’ mother in Ashes , fulfils her desires in part by imagining a world in which they are met. For the narrator, this means imagining her ex-husband ringing her in the night, whilst for Chris’ mother it means imagining a version of the past in which her son and husband enjoyed a fulfilling relationship.
“…my face cools as if lifted to a merciful and unexpected breeze.” (125) The narrator of Cross-Country is one of the starkest examples of a character who is trapped by their own mind and their own fantasies. It is implied that the narrator of this story is, however, eventually set free by a “merciful” revelation.
“Ray was stuck in traffic” (127) Ray’s physical state at the opening of the story is a metaphor for his emotional and mental state of paralysis or, as he puts it, “the lethargic kind of trance he’d felt himself lapsing into more and more recently.”
“…passing another man who was pretending to be doing a job of work, bored shitless and leaning on a one-word sign.” (129) Ray’s appraisal of the road worker reflects his own exhausted view of life as consisting of pointless drudgery, a feeling shared by the narrator of Cross-Country .
“Frank, who hadn’t worked for fourteen months.” Kennedy explores the social effects of underemployment and poverty in Sleepers , charting the collapse of Ray’s life, and depicting various male characters who seem to struggle to find work and are reduced to petty theft and drink.
“His mind swam over this bit…” (136) Like many of Kennedy’s characters, Ray blurs the line dangerously between fantasy and reality, and his fate in Sleepers suggests that Kennedy is highly critical of this approach to life.
“…hauled up and discarded but with so much life in it, still, it just broke your heart to see it go to waste” (139) The final comment on the redgum is clearly metaphorical for the state of Ray and many of the underemployed men in the unnamed town who can feel their lives draining away.
“I can’t send one of these – every one’s a disaster.” (142) The mother in Whirlpool , like many characters is the collection, is obsessed with a fantasy of her family, and feels compelled to project an impossibly perfect image of them – even, ironically, as the pressure she applies actually puts strain on that same family.
“You hover there clenched, rooted to the spot.” (143) The description of Anna, silent and “rooted to the spot” as she listens to her mother, suggests that she is yet another character who feels a strong sense of alienation and paralysis, brought about by her sense of distance from her own family.
“You’re barely twelve, you’re nowhere near old enough for that.” (147) Anna’s mother’s obsession with envisaging an ideal family results in her denying reality, such as the fact that her daughter is maturing physically and emotionally. This denial of reality results in a sense of alienation and paranoia in Anna.
“You’re all touching and it feels weird.” (150) Unlike in many other stories in the collection, where physical connection is symbolic of emotional connection, Anna finds the proximity to her family discomforting and intrusive.
“…grim with the need to plot exile and allegiance…” (153) The schemes of “exile and allegiance” constantly gyrating in Anna’s mother’s head suggest that for Kennedy the family unit is as much a place of tension and division as it is love and unity.
“She senses, as they nod and smile, that this is not the answer they want.” (161) Like many of the stories in Like a House on Fire , Cake demonstrates Kennedy’s keen interest in the minutia of social interactions, and particularly the way thoughts and feelings are conveyed non-verbally.

White Spirit

“I don’t understand why this whole process hasn’t worked out like I thought, like I said it would on my grant project description.” (191) The narrator, like many characters in Like a House on Fire , must come to terms with reality as it is, rather than as she imagines it should be, or as it is idealistically depicted in “grant descriptions” and other such bureaucratic paraphernalia.
“…I feel two arms on either side of me, stretching tentatively round my waste, drawing me tighter, and in spite of everything I smile.” (195) Like many stories in the collection, White Spirit closes on an image of physical connection, which temporarily breaks through the narrator’s sense of alienation.

Little Plastic Shipwreck

“You fucking do it.” (207) Like the narrator of Laminex and Mirrors , Roley finds a small degree of comfort and release in a small act of defiance, placing his principles above his economic needs.
“Her hand there for comfort. Warmth and pulse flowing between us, skin to skin.” (213) In Waiting , the cold and clinical hospital is made human through physical human connection – a motif which appears time and again in Like a House on Fire.
“…lips closed and chin raised like a model of cool serenity, a perfected study of herself.” (226) Marie, like many of Kennedy’s characters, obsesses over a perfect, unattainable image of herself. This is often reflected in the myth of the perfect family, as in Static , where a group of people who clearly dislike each other must play at happy families for the occasion.
“Why indeed? Why is he pandering to the domineering old harridan?” (231) One of Kennedy’s many flashes of humour, this line illustrates the absurdity of the fictions which characters create and maintain in order to survive.
“Does she love him? She lets him see her in the morning without make-up, does that count?” (233) Anthony’s bitingly ironic tone skewers the level of artifice and make-believe which characterises his life, suggesting that allowing him to see her without make-up is the closest thing to genuine affection Marie shows him.

Seventy-Two Derwents

“Maybe that’s why Shane comes over to our place to have a shower and get changed.” (250) Kennedy creates an almost unbearable sense of tension in Seventy-Two Derwents through Tyler’s innocent and naïve child voice. The dramatic irony, whereby the reader can see that Shane is a despicable character long before the narrator can, helps build a sense of dread.
“I’m right behind you, Ty. Right here.” (275) Throughout the collection, there are occasional hints of a sort of female solidarity, of women characters who bond through the ineptitude of the men in their lives. It is most vividly portrayed in the set-piece at the end of Seventy-Two Derwents , of three girls and women standing up to a violent male.
“I kept writing mine these holidays so that you will know you were right.” (277) The collection ends with a powerful affirmation of the power of literature, and an image of Tyler collecting the budgie’s egg, suggesting hope and renewal. The overall effect is to affirm the power of art and literature to provide solace and hope.

Like a House on Fire

By cate kennedy, like a house on fire essay questions.

In "Like a House on Fire," how does Kennedy reframe a common idiom?

When two people are described as "getting on like a house on fire," it means that they got along immediately and without issue. The idiom refers to the rapid manner in which flames spread through a house. Ironically, the idiom refers to something positive, while the figurative referent is decidedly negative, i.e., no one wants their house to catch fire. The narrator of the story, and by extension, Cate Kennedy, pushes into this irony. As his wife prepares to go to her overnight shift at the hospital, barely concealing her resentment for the narrator, the narrator says:

Listening to the two of us, you'd never believe that we used to get on like a house on fire, that even after we had the kids, occasionally we'd stay up late, just talking. But now that I think of it, a house on fire is a perfect description for what what seems to be happening now: these flickering small resentments licking their way up into the wall cavities; this faint, acrid smell of smoke. (86)

Then later on, in their tender moment on Christmas morning, the narrator offers their marriage a bit of redemption. He refers to the idiom by way of the flame imagery, saying, "this is how you do it, ... stick by careful stick over the ashes, oxygen and fuel, a controlled burn" (92). Here, Kennedy essentially exposes the idiom for perpetuating a shallow, unsustainable standard to which healthy relationships are held. If a relationship is a fire, Kennedy proposes, it shouldn't have to blaze uncontrolled for its entire duration.

In "Ashes," why is it ironic that Chris has grown to be a secretive man?

In remembering his father, Chris thinks of him as "a secretive man." Kennedy writes, "the irony is not lost on him that he has that insight because he has become one himself" (26). This whole line of thinking occurs to Chris as he remembers his last moments with his father, in the hospital. His father essentially tells him to do what he has to do, i.e., to be a gay man (as if he has a choice in the matter), but not to tell his mother. Chris feels that his important relationships, namely his relationship with Scott, have ended because he hasn't been able to be open about his sexuality. And while his secrecy is, in part, to protect himself from the criticisms of his mother, he's also following a directive from his father to "protect" his mother. His father tells him that "it would kill her" (26) to learn he's gay. So the cycle of resentment continues, and Chris's relationships fail because his partners feel like he's keeping them a secret, and then he resents his mother more for it, and all the while, he keeps doing it to protect her from the truth.

Explain how the narrator's perspective changes regarding her job in "Laminex and Mirrors."

The narrator of "Laminex and Mirrors" frequently reminds the reader, in the first half of the story, that her days on the cleaning staff are numbered. She's counting down the weeks, and every time she's reprimanded, like when the nurse takes her aside and criticizes her for having a conversation with Mr. Moreton, she reminds herself that none of it really matters, because the job is just a means to an end. She tries to convince herself, and the reader, that none of the emotions of the job can stick to her. She says things like, "six more weeks, ... and I’ll be cashed up and out of here" (42) and "at the end of the summer holidays I will have saved enough for three months in Europe, where I will walk the streets of Paris and London, absorbing culture and life and fraternising with whoever I like" (39). But by the end of the story, we know that none of this is true. The emotional moments of the job do matter to her, and in fact, they're really all that matter, not just in the context of the job, but in terms of her life overall. As she describes wheeling Mr. Moreton back to his room, post-bath and -cigarette, she says, "this moment is the one I remember most clearly from the year I turned eighteen, the two of us content, just for this perfect moment, to believe we can go on humming, and that this path before us will stretch on forever" (56).

In "Five-Dollar Family," what is the symbolic significance of colostrum?

Colostrum is a nutrient-rich fluid produced by the mammary glands prior to regular milk production, and in "Five-Dollar Family," the midwives express the importance of feeding the baby adequate amounts of colostrum. One tells Michelle, "this is the most important meal of your baby's life" (95), referring to colostrum. Toward the end of the story, Kennedy describes the photographer taking the second photograph: "Michelle can feel it—this will be the one she'll choose. She'll put it in a frame, up on the shelf next to the cards and miniature teddies. Make some copies for her aunties. The feeling sealed, at least, like evidence; a feeling that appears out of nowhere, thick and sweet and full of mysterious antibodies" (112). This reference is to colostrum as well. Kennedy's analogy sheds light on how colostrum is regarded as a symbol in the story of something intangible and mysterious, fleeting, like the feeling behind a photograph, encapsulated in a physical form.

In "Sleepers," how do Ray's circumstances parallel those of his town?

Ray feels stalled, professionally and personally, while his body keeps aging, leaving his sense of self in the dust, baffled by the physical symptoms of a combination of what seems to be depression and neglecting personal wellbeing. Ray feels both defiant of and powerless against the ravages of time. He feels disregarded by his ex, Sharon, and feels entitled to better treatment or a better lot in life. Ray is feeling all of this while the town around him is being transformed by corporate developers. The developers rolled in and disrupted the town's ecosystem, jamming up the roads and creating eyesores in every direction. They've failed to hire any locals, and now, instead of allowing people to help themselves to the old railroad sleepers for firewood or landscaping, they've cordoned them off and plan to sell them. So, the town acts defiantly. They take sleepers for themselves. They variously disguise themselves or sneak onto the site late at night, and then brag about the spoils of their defiance. But ultimately, the scrap wood is a small prize in exchange for autonomy and agency. Ray's arrest reinforces the town's powerlessness against the "progress" of capitalism.

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Like a House on Fire Questions and Answers

The Question and Answer section for Like a House on Fire is a great resource to ask questions, find answers, and discuss the novel.

Why does this make their father sad?

THe fact that he is no longer mobile because of his bad back. He cannot even help lift the Christmas tree onto the car.

What caused Frank's inability to get around in Flexion?

Frank was weakened by pneumonia.

What is suggested about resilience in this story? Are husband and wife both fighters?

Which of the stories in the book does your question pertain to?

Study Guide for Like a House on Fire

Like a House on Fire study guide contains a biography of Cate Kennedy, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

About Like a House on Fire
Like a House on Fire Summary
Character List

Lesson Plan for Like a House on Fire

About the Author
Study Objectives
Common Core Standards
Introduction to Like a House on Fire
Relationship to Other Books
Bringing in Technology
Notes to the Teacher
Related Links
Like a House on Fire Bibliography

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Like a House on Fire Essay Topic Breakdown

May 17, 2018

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We’ve explored historical context, themes, essay planning and essay topics over on our Like a House on Fire by Cate Kennedy blog post. If you need a quick refresher or you’re new to studying this text, I highly recommend checking it out!

[Video Transcription]

Hey guys, welcome back to Lisa's Study Guides. So this week I have another essay topic breakdown for you. So eventually I'm going to get through all of the VCAA texts that are on the study design, but we're slowly going to get there and are just want to say yet again, even though this one is like a house on fire, I am really glad if you've clicked on this video and you're not necessarily studying it because as always with all my videos, I try to give you an overall message for you to take away that can be applied to any single text. So that is the same for this particular text today. And so even though the takeaway message for this video is quite specific to short stories, it's still an important consideration for any text that you're studying. Ideally, you want to use a diverse range of evidence for any text, but in particular, for short stories, you don't just want to rely on a small handful, but to try and make links between the different short stories. So let's see what that means on the other side of this quick overview of the text. Like a House on Fire is a collection of short stories by the author, Cate Kennedy, and unlike a lot of other texts on the study design, this book portrays a lot of very domestic situations, which seems fairly boring compared to some of the other texts that other students might be doing. However, I'm really excited about this text because the short stories are great. Not because they have groundbreaking premises, which they don't, but because of how effortlessly and deeply emotive they are. So the domestic scenarios actually help us relate to the characters in the stories and empathize with the complexity of their experiences. The essay topic we'll be looking at today is in Like a House on Fire, Kennedy finds strength in ordinary people. Discuss. Here, the term which you really have to think about is strength. We already know that she depicts the story of ordinary people, of people like you or me, or even just people we may know, but does she find strength in them? It could be physical strength, but more often than not, it might be other types of strength. For instance, the mental strength it takes to cope with intense pressure or the emotional strength it takes to make a difficult choice or action. It's important to think about how they might actually apply throughout the book. In this sense, our essay will have essentially two halves. The first two body paragraphs we'll look at scenarios of intense pressure, be it through the loss of control in one's life or a domestic situation which has become emotionally tense. The last two body paragraphs will then consider the types of strength that Kennedy evinces in these stories. And we'll contend that she does find strength in the characters who face a difficult decision, but that she also finds a lot more strength in the characters who managed to cope with their situation and grapple with the tensions in their lives.

Paragraph one

In many of her stories, Kennedy portrays characters who experience powerlessness. This loss of power can come a number of ways. For instance, both Flexion and Like a House on Fire tell the story of men who have injured their previously reliable bodies and have thus been rendered immobile. But they also tell the story of their respective wives who have lost some control over their lives now that they have to care for their husbands. On the other hand, there are the kids in Whirlpool whose mother insists that they dress a certain way for a Christmas photo. Her hand on your shoulders, exerting pressure that pushes you down. Kennedy's use of second person really makes you feel this pressure that keeps you from going out to the pool you so desperately desire to be in. Evidently powerlessness is an experience that comes in many shapes and forms in several stories.

Paragraph two

In addition to this, Kennedy explores other emotional tensions across the collection, subverting the idea that the home is necessarily a safe sanctuary. This is where she really goes beyond just the idea of powerlessness, but actually jumps into scenarios that are much more emotionally complex. In Ashes for instance, we see the homosexual protagonist struggle with feeling useless and tongue tied, embarrassed by the floundering pause between his mother and himself. There is a significant emotional hurdle there, which is particularly poignant given that mothers are usually considered a source of safety and comfort for their children. Kennedy's story of domesticity actually subvert or question what we might think of the domestic space shared by family members. If you have the Scribe edition of the book, the artwork on the cover would depict a vase of wilting flowers, an empty picture frame, and a spilt cup of coffee. These are all visual symbols of an imperfect domestic life. A similar rift exists between husband and wife in both Five Dollar Family and Waiting, the women find themselves unable to emotionally depend on their partners. While Michelle in Five Dollar Family despises her husbands startled, faintly incredulous expression, an inability to care for their child, the protagonist in Waiting struggles to talk about her miscarriages with her husband who is already worn down as it is. Kennedy takes these household roles of mother, son, husband, wife, and really dives into the complex shades of emotion that lies within these relationships. We realize through her stories that a mother can't always provide comfort to a child and that a husband isn't always the dependable partner that he's supposed to be.

Paragraph three

However, Kennedy does find strength in some characters who do take a bold or courageous leap in some way. These are really important moments in which she is able to show us the strength that it takes to make these decisions. And she triumphs however small or insignificant that can be achieved. A moment that really stands out to me is the ending of Laminex and Mirrors, where the protagonist rebelliously smuggles a hospital patient out for a smoke only to have to take him back into his ward through the main entrance and therefore get them both caught. She recounts this experience as the one I remember most clearly from the year I turned 18. The two of us content, just for this perfect moment. And their success resonates with the audience, even though the protagonist would have lost her job and therefore the income she needed for her trip to London, Kennedy demonstrates her strength in choosing compassion for an elderly patient. Even the sister in Whirlpool, who wasn't exactly kind to the protagonist in the beginning, forms an unlikely alliance with her against their mother, sharing a reckless moment and cutting their photo shoot short. Bold leaps such as these are ones that take strength and therefore deserve admiration.

Paragraph four

However, more often than not, Kennedy's stories are more about the strength needed to simply cope with life, one day at a time. She explores the minutiae of her characters lives in a way that conveys the day to day struggles, but also hints at the underlying fortitude needed to deal with these things on a daily basis. In Tender, the wife feels as if everything at home is on the verge of coming apart since her husband is only able to cook tuna and pasta casserole for their kids. However, when she must get a possibly malignant tumor removed, her concern of whether there'll be tuna and pasta in the pantry just in case, demonstrates her selfless nature. Kennedy thus creates a character who is strong for others, even when her own life at home is disorderly and her health may be in jeopardy. The strength of gritting one's teeth and getting on with things in spite of emotional tension is a central idea across this collection, and many other examples are there for you to consider as well. And so we come to the end of our essay. Hopefully going through this gives you an idea of how to cover more bases with your evidence. Remember that you don't have to recount lots and lots of events, but it's more important to engage with what the events are actually telling us about people. This is particularly important for prompts like this one, where it heavily focuses on the people involved. That is it for me this week, please give this video a thumbs up. If you wanted to say thanks to Mark, who has been helping me write these scripts up for a lot of the text response essay, topic breakdowns. If you enjoyed this, then you might also be interested in the live stream coming up next week, which will be on Friday the 25th of May at 5:00 PM. I'll be covering the topic of analyzing argument for the second time, just because there's so much to get through. I'll also be announcing some special things during that particular live stream. So make sure you're there so you're the first to hear it. I will see you guys next week. Bye.

Like a House on Fire by Cate Kennedy

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Close Analysis Of 'Cake' From Like A House On Fire

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The Erratics 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 .

‍ Setting is a literary element that refers to the context of where a story takes place, usually alluding to the time and location. Your expectations of a story that takes place in Victorian England would differ greatly from a story set in late 2000s Australia, showing us that the historical, social and geographical aspects of the setting shape the meaning of the text.

In the memoir The Erratics, the setting plays a vital role in Vicki Laveau-Harvie's storytelling. From the beginning of the novel, Laveau-Harvie uses both the title and prologue to foreground the importance of the Okotoks Erratic (a geographical phenomenon in Alberta, Canada) to establish the role that place and belonging have played in her life. Further reinforcing the importance of the setting, the memoir’s narrative follows Laveau-Harvie’s experience flying back to Alberta, Canada (her hometown), after having moved to and started a new life in Australia.

Why Focus on Setting When Writing a Text Response?

The setting can be useful evidence to have in your repertoire as it helps you show that you not only have an understanding of the ideas of the text but also how those ideas are constructed . When looking at the criteria you will be marked against in the end-of-year exam you will see that to score a 7 and above in Section A you need to consider the ‘construction’ of the text ( read more here ). Construction refers to your ability to discuss the parts that make up a text through the use of metalanguage as evidence to support your views. The setting is just one of the ways you can address construction in The Erratics, but, as a text so focused on physical environments, it’s a good type of metalanguage to start with.

Famous for producing Justin Bieber and maple syrup, Canada has a similar history to Australia. Canada has an Indigenous population who inhabited the land for thousands of years before British and French expeditions came and colonised the land. In the 1700s, due to various conflicts, France ceded most of its North American colonies while the United Kingdom stayed. Over time the country gained greater autonomy and, like Australia, it is now a constitutional monarchy with a prime minister but recognises the British royal family as its sovereign. Further mirroring Australia, Canada also has a colonial past that it is still reckoning with as recent headlines about the human remains of hundreds of Indigenous people at a residential school reminds us.

Vicki is specifically from Alberta, and the majority of the novel is about her experiences returning there after having moved to Australia (at the start of the memoir she had been estranged from her parents for 18 years). Known for its natural beauty and its nature reserves, Alberta is a part of Western Canada. Alberta is one of only two landlocked provinces in Canada which is interesting considering that Vicki leaves it for a country famous for its beaches and coastal cities.

When annotating the text , highlight the descriptions of the setting. You’ll notice that when Laveau-Harvie describes Alberta or Canada as a whole she presents the country as being dangerous and hostile. An example of this is the blunt statement that the ‘cold will kill you. Nothing personal’. However, Laveau-Harvie does find some solace in the landscape, observing the beauty of the ‘opalescent’ peaks and the comfort in predictable seasons.

Vicki’s Parent’s Home

The first description Laveau-Harvie gives us of her family home is to call it ‘Paradise, [with] twenty acres with a ranch house on a rise, nothing between you and the sky and the distant mountains.’ The idyllic image foregrounds the natural landscape but is then immediately juxtaposed with the description of the home as a ‘time-capsule house sealed against the outside world for a decade’. This description heightens Vicki’s mother and father’s isolation from the outside world and alludes to the hostility of the home that is reaffirmed with the doors that ‘open to no one’. The family home becomes an extended metaphor for Vicki’s parents themselves, with the description of it as a ‘no-go zone’, hinting at the sisters’ estrangement from their parents who have shut them out.

Moreover, the land the house sits on does not produce any crops despite it being such a large expanse of land, heightening the home’s disconnect from the natural world. This detachment from the natural world is furthered by her labelling her parents as ‘transplants from the city’ and contrasting them to locals who ‘still make preserves in the summer’. Vicki’s mother in particular is at odds with nature due to materialism, such as her wardrobes being full of fur coats.

The Erratics + Napi

In the prologue we are introduced to the Okotoks Erratic as being situated in ‘a landscape of uncommon beauty’ with the Erratic itself being something that ‘dominates the landscape, roped off and isolated, the danger it presents to anyone trespassing palpable’. The memoir then immediately shifts to Vicki’s experience in the hospital trying to convince the staff that she is her mother’s daughter, drawing a parallel between the dominating and dangerous landscape to the dominating and dangerous mother. In the memoir, the Erratic is an extended metaphor for the mother with both the land and the mother being described as ‘unsafe’, ‘dominat[ing]’ and a ‘danger’. Moreover, the structural choice of opening the novel with the Erratic makes its presence felt throughout the novel even though it is not mentioned again until the end of the text.

In contrast to the prologue, the epilogue has a feeling of peace and reconciliation as the mother and what she has represented to her family is reconciled with the landscape. This is particularly pertinent as the geographical and spiritual origins of the rock revealed in the epilogue is a story of stability after a rupture. This alludes to the ability of Vicki’s family to heal after the trauma inflicted on them by the mother. The epilogue could also be understood as a reminder of humanity's insignificance in the face of nature and larger forces, as represented by Napi.

While Laveau-Harvie does not directly address Canada's colonial past in her memoir outside of the inclusion of Napi, the colonial presence is felt throughout the memoir through the setting of both Australia and Canada. These settings allude to how living on stolen land means that while individuals - particularly middle-class, white individuals - may not always recognise and address the colonial history of the land they live on, the fact that land was never ceded is still felt.

As discussed before, Canada and Australia are similar as they are both former British colonies that are now constitutional monarchies, so why would Vicki want to move to a place that is similar to where she already lived and experienced trauma?

There are a few potential answers, the first being the geographical distance. There are over 1300kms between Sydney and Alberta and, considering the trauma Vicki and her sister have experienced, it stands to reason that she would want to put distance between her childhood home and her adult life. This leads to the second reason, travelling to ‘Far flung places’ as a method to deal with trauma. While in Canada, Vicki reminisces about the ‘boozed-up Brits on Bondi’ that embodies her life in Australia. The evocative, alliterative image creates a stark contrast between warm and carefree Australia and cold and emotionally taxing Canada, reinforcing how travelling provides individuals with a means to survive their traumatic childhoods and create new lives for themselves.

When writing about setting you do not need to be an expert in geography. As this blog post has shown, to understand Laveau-Harvie’s use of setting in The Erratics you only need to know about two countries, so next time you write a text response, consider using your understanding of setting to show your teacher or examiners that you’ve thought about the text’s construction.

If you'd like to dive deeper into this text, Zac breaks down key themes and quotes in The Erratics over on this blog .

Extinction by Hannie Rayson is usually studied in the Australian curriculum Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

[Modifed Video Transcription]

This is the prompt that I have decided to approach for this video and blog post:

Heather Dixon-Brown and Piper Ross’s dynamic is fuelled by competitiveness unique to the female experience in contemporary times.

Let’s break it down!

Different Interpretations of Extinction

Today I’ll be talking about different interpretations of texts , specifically the feminist lens, which is a critical lens for you to know if you’re wanting to get those top marks. Even if you’re not there yet, and you want to amp up your essay, this is it. So keep watching (or reading)!

I won’t be talking about the feminist lens in detail in this video/blog, but know that this is one of the must-know VCAA criteria points I discuss in my How To Write A Killer Text Response ebook. It is particularly relevant to Extinction because by viewing your text through a feminist lens, you’ll be able to get so much more out of your discussion. Think about it this way, you can wear all sorts of ‘glasses’ (i.e. lenses) when you’re reading a text: a feminist lens, a pro-sustainability lens, an ecocritical lens. If you were to put these lenses on, how would it change your interpretation of the text? By adopting this advanced way of approaching a text, you’ll undoubtedly wow examiners because you’re able to discuss your texts on a level that the majority of students aren’t even aware of! I touch more on feminist and ecocritical lenses at the end of the video above :)

How To Break Down This Extinction Essay Topic

Whenever you get a new essay topic, you can use LSG’s THINK and EXECUTE strategy , a technique to help you write better VCE essays. This essay topic breakdown will focus on the THINK part of the strategy. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response .

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

Character-Based Essay Prompt: Heather Dixon-Brown and Piper Ross’s dynamic is fuelled by competitiveness unique to the female experience in contemporary times.

Not sure what we mean by ‘Character-Based Essay Prompt’? Then, you’ll want to learn more about the 5 types of essay prompts here .

Step 1: Analyse

This prompt specifies two characters – Dixon-Brown and Piper – and therefore mandates an in-depth discussion of them within your essay. However, it is important to be careful of focusing exclusively on the explicitly mentioned characters when given a character prompt. After all, while Dixon-Brown and Piper are both very important to Extinction, they are not the only relevant characters! In order to ensure that your discussion covers enough of the text, make sure your brainstorming stage includes the ideas and themes exemplified by the unmentioned characters , and how they relate to the ones that are specified.

Step 2: Brainstorm

Agree to the prompt, but not entirely – Dixon-Brown and Piper do experience competitiveness between themselves, as two women in the twenty-first century, but it is not the only factor impacting their relationship dynamic
Female competitiveness in relationships and desirability – e.g. having sex with Harry without the other knowing (make sure to use DB’s quotes about competition!)
Make this more specific – competition in terms of sex, sexuality and whether or not one is desired (can link this well to the young/old dichotomy)
‍ Young/old – related to female competitiveness, but more specific – tension between what is wanted and considered attractive versus what is no longer given value
‍ Idealism/pragmatism – separate from the sphere of gender; has more of its roots in politics and contrasting schools of thought
Adopt traits from a feminist lens – focusing on women, power, relationships with men, when they can speak versus when they can’t, etc.

Step 3: Create a Plan

Body Paragraph 1: Contemporary demands for female competitiveness undoubtedly underlie the dynamics between Dixon-Brown and Piper Ross.

Under the modern-day patriarchy , women are encouraged to compete over social resources – reputation , desirability , and, crucially to Extinction, one’s sex and sexuality against the context of men . Both women are attracted to Harry, and eventually, both engage in 'covert sexual relationship[s]' that 'compromise the integrity' of the tiger quoll project. Beneath the veneer of assertiveness, Dixon-Brown’s underlying insecurities expose her treatment of Piper as a rival.
Although she openly denounces Harry’s assumption that 'You thought I wanted to compete for your affections', she nevertheless demands to know if Harry is 'quite smitten with Piper'. Dixon-Brown tries to distance herself from such romantic bindings, insisting that she 'do[esn’t] need a relationship' and thus subconsciously pitting herself as Piper’s opposite – in other words, a competitor for the different instances of Harry’s affection.
Rayson is quick to highlight and consequentially reject this modern female infighting, arguing that the insecurities as birthed from the patriarchy directly and unnecessarily demean the relationships between women. ‍

Body Paragraph 2: The primary source of female conflict between Dixon-Brown and Piper is that of their incongruent ages; Rayson maintains that the tension between ‘younger’ and ‘older’ individuals contributes massively to the wider tenseness in their dynamic.

Patriarchal values dictate that the value of a woman decreases with age : Dixon-Brown claims that Harry 'would prefer a younger woman', implying that her desirability has decreased with the increase of age.
The professor’s obsession with appearances and reputation as a woman is almost completely absent in Rayson’s consideration of Piper, who is actively pursued by both Andy and Harry throughout the play. She is 'adore[d]' by the former, and the latter is enthusiastic at the prospect of 'mak[ing] love like that…again' during Act Two, Scene One . Rayson attacks the systems of patriarchal value that have driven both women to resist and distrust each other in the first place.

Body Paragraph 3: Conversely, while the spheres of politics certainly overlap occasionally within feminism and the question of female competition, they nevertheless form a largely distinct motivation behind the conflict between Piper and Dixon-Brown.

Piper and Dixon-Brown’s dynamic is perhaps most aptly summarised in Act One, Scene Two , with the introduction of the Dixon-Brown Index. Dixon-Brown claims that 'five thousand' is the 'latest magic number' with which to determine what animal populations are most feasible to make conservation efforts towards. Piper criticises the index immediately, pointing out the ridiculousness of having it 'apply to every mammal on earth', regardless of any other relevant factors. To Piper, every animal life is 'worth saving', whether they be 'killer whales or teeny potoroos' – Dixon-Brown, by contrast, must 'liv[e] in the real world' and exists at the mercy of funding, of which there is 'only so much… to go around'. The tension within their dynamic thus bears this underlying current of idealism versus pragmatism, and persists even after the primary establishment of the tiger quoll project.

For further reading see our Extinction blog post where we cover themes, characters, symbolism and more! And for more essay help, you'll definitely want to take a look at Risini's fully annotated Extinction essay.

If you're studying Extinction yourself, then LSG's A Killer Text Guide: Extinction study guide is for you! In it, we teach you to think like a 50 study scorer through advanced discussions on things like structural feature analysis, views and values, different interpretations and critical readings. Included are character breakdowns, a play summary, 5 A+ fully annotated essays and so much more!

‍ The Complete Maus by Art Spiegelman 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 .

Introduction

Analysing Techniques in Visual Texts

1. Introduction

The Complete Maus is a graphic novel that depicts the story of Vladek Spiegelman , a Polish Jewish Holocaust survivor who experienced living in the ghettos and concentration camps during the Nazi regime. Vladek’s son, Art has transformed his story into a comic book through his interviews and encounters which interweaves with Art’s own struggles as the son of a Holocaust survivor, as well as the complex and difficult relationship with his father.

Survival is a key theme that is explored during Vladek’s experience in concentration camps and his post-Holocaust life.

For example, Vladek reflects that “You have to struggle for life” and a means of survival was through learning to be resourceful at the concentration camps.

Resourcefulness is depicted through the physical items Vladek keeps or acquires, as well as through Vladek’s skills . For example, Vladek explains to Art that he was able to exploit his work constantly through undertaking the roles of a translator and a shoemaker in order to access extra food and clothing by being specially treated by the Polish Kapo .

He even wins over Anja’s Kapo to ensure that she would be treated well by not being forced to carry heavy objects. Vladek’s constant recounts and reflections symbolise survival, as Vladek was willing and able to use his skill set to navigate through the camp’s work system.

During the concentration camps, food and clothes also became a currency due to its scarcity and Vladek was insistent on being frugal and resourceful , which meant that he was able to buy Anja’s release from the Birkenau camp.

Although survival is a key theme, the graphic novel explores how Holocaust survivors in The Complete Maus grapple with their deep psychological scars.

Many of those who survived the war suffered from depression and was burdened with ‘survivor’s guilt’. This can be seen through the character of Art’s mother, Anja, as 20 years after surviving the death camps, she commits suicide. After having lost so many of her friends, and families, she struggled to find a reason as to why she survived but others didn’t. Throughout the graphic novel, her depression is apparent. In a close-up shot, Anja appears harrowed and says that “I just don’t want to live”, lying on a striped sofa to convey a feeling of hopelessness as if she was in prison. Her ears are additionally drawn as drooped, with her hands positioned as if she was in prison in the context is that she must go to a sanatorium for her depression.

It is not only Anja’s guilt that is depicted, but also Art himself who feels partly responsible. Art feels that people think it is his fault as he says that “They think it’s MY fault!” and in one panel, Art is depicted behind bars and that “[He] has committed the perfect crime“ to illustrate that he feels a sense of guilt in that he never really was the perfect son. He believes he is partly responsible for her death, due to him neglecting their relationship. Spiegelman also gives insight to readers of a memory of his mother where she asks if he still loves her, he responds with a dismissive ‘sure’ which is a painful reminder of this disregard.

Intergenerational Gap

Art constantly ponders how he is supposed to “make any sense out of Auschwitz’ if he “can’t even make any sense out of [his] relationship with [his] father”. As a child of Jewish refugees, Art has not had the same first-hand horrific experiences as his parents and in many instances struggles to relate to Vladek’s stubborn and resourceful tendencies. Art reflects on this whilst talking to Mala about when he would not finish everything his mother served, he would “argue til I ran to my room crying”. This emphasises how he didn’t understand wastage or frugality even from a very young age, unlike Vladek.

Spiegelman also conveys to readers his sense of frustration with Vladek where he feels like he is being treated like a child, not as an adult. For example, Art is shocked that Vladek would throw out one of Art’s coats and instead buy a new coat, despite Vladek’s hoarding because he is reluctant and feels shameful to let his son wear his “old shabby coat”. This act could be conveyed to readers that Vladek is trying to give Art a life he never had and is reluctant to let his son wear clothes that are ‘inappropriate’ in his eyes. However, from Art’s perspective, he “just can’t believe it” and does not comprehend his behaviour.

Since we're talking about themes, we've broken down a theme-based essay prompt (one of five types of essay prompts ) for you in this video:

3. Analysing Techniques in Visual Texts

The Complete Maus is a graphic novel that may seem daunting to analyse compared to a traditional novel. However, with countless panels throughout the book, you have the freedom to interpret certain visuals so long as you give reasoning and justification, guiding the teacher or examiner on what you think these visuals mean. Here are some suggested tips:

Focus on the Depiction of Characters

Spiegelman may have purposely drawn the eyes of the Jewish mice as visible in contrast to the unapparent eyes of the Nazis to humanise and dehumanise characters. By allowing readers to see the eyes of Jewish mice, readers can see the expressions and feelings of the character such as anger and determination . Effectively, we can see them as human characters through their eyes. The Nazis’ eyes, on the other hand, are shaded by their helmets to signify how their humanity has been corrupted by the role they fulfill in the Holocaust.

When the readers see their eyes, they appear sinister , with little slits of light. By analysing the depictions and expressions of characters, readers can deduce how these characters are intended to be seen.

Look at the Background in Each Panel

Throughout the graphic novel, symbols of the Holocaust appear consistently in the background. In one panel, Art’s parents, Anja and Vladek have nowhere to go, a large Swastika looms over them to represent that their lives were dominated by the Holocaust.

Even in Art’s life, a panel depicts him as working on his desk with dead bodies surrounding him and piling up to convey to the reader that the Holocaust still haunts him to this day, and feels a sense of guilt at achieving fame and success at their expense.

Thus, the constant representation of symbols from the Holocaust in Spiegelman’s life and his parents’ past in the panels’ background highlights how inescapable the Holocaust is emotionally and psychologically .

Size of Panels

Some of the panels in the graphic novel are of different sizes which Spiegelman may have intended to emphasise the significance of certain turning points, crises or feelings . For example, on page 34, there is a disproportionate panel of Vladek and Anja passing a town, seeing the first signs of the Nazi regime compared to the following panels. All the mice seem curious and concerned, peering at the Nazi flag behind them. This panel is significant as it marks the beginning of a tragic regime that would dominate for the rest of their lives.

You should also pay close attention to how some panels have a tendency to overlap with each other which could suggest a link between events, words or feelings.

Although not specifically targeted at Text Response, 10 Things to Look for in Cartoons is definitely worth a read for any student studying a graphic novel!

Metalanguage is language that describes language. The simplest way to explain this is to focus on part 3 of the English exam – Language Analysis. In Language Analysis, we look at the author’s writing and label particular phrases with persuasive techniques such as: symbolism, imagery or personification. Through our description of the way an author writes (via the words ‘symbolism’, ‘imagery’ or ‘personification’), we have effectively used language that describes language. For a detailed discussion, see What is metalanguage?

Protagonist
False protagonist
Secondary character
Supporting character
Major character
Minor character
Philosophical
Non-fiction
Short stories

Language form

ProseIambic pentameter
Blank verse

Narrative mode

First person view
Second person view
Third person view
Third person objective
Third person
Third person omnipresent
Third person limited
Alternating narrative view
Stream-of-consciousness
Linear narrative
Nonlinear narrative

Narrative tense

Anti-climax
Trope-cliché
Turning point
Geographical

Other literary techniques

Active voice
Alliteration
Ambivalence
Bildungsroman
Characterisation
Cliffhanger
Colloquialism
Complex sentence
Compound sentence
Connotation
English (American)
English (Australian)
Flash forward
Foreshadowing
Juxtaposition
Onomatopoeia
Passive voice
Periphrasis
Personification
Positioning
Simple sentence

The Great Gatsby 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 .

Call it the greatest American novel or ultimate story of unrequited romance— The Great Gatsby is undoubtedly a stunning snapshot of one of the most American decades that America has ever seen. The 1920s saw significant economic growth after WWI, and what’s more American than material excess, wealth, and prosperity? The stock market was going off, businesses were booming, and people were having a great time.

Well, not everybody—and on the flipside, what’s more American than socio-economic inequality or the ever-quixotic American Dream?

In this blog, we’ll go through the novel in this context, examine some of its key themes, and also have a think about the critiques it raises about American society. We’ll also go through an essay prompt that ties some of these things together.

Life in the Roaring Twenties

This snapshot from the 2013 film adaptation actually tells us a lot about the 1920s. On the one hand, social and cultural norms were shifting—men no longer sported beards, and women were dressing more androgynously and provocatively. On the other hand, the modern, American economy was emerging—people began buying costly consumer goods (like cars, appliances, telephones etc.) using credit rather than cash. This meant that average American families were able to get these things for the first time, while more prosperous families were able to live in extreme excess.

In Fitzgerald’s novel, the Buchanans are one such family. Tom and his wife Daisy have belonged to the 1% for generations, and the 1920s saw them cement their wealth and status. At the same time, the booming economy meant that others (like the narrator Nick) were relocating to cities in pursuit of wealth, and (like Gatsby) making significant financial inroads themselves.

The Great Gatsby traces how the differences between these characters can be destructive even if they’re all wealthy. Add a drop of Gatsby’s unrequited love for Daisy, and you have a story that ultimately examines how far people go for romance, and what money simply can’t buy.

The answer to that isn’t so obvious though. Yes, money can’t buy love, but it also can’t buy a lot of other things associated with the lifestyle and the values of established wealth. We’ll get into some of this now.

Wealth and class

Fitzgerald explores tensions between three socio-economic classes—the establishment, the ‘nouveau riche’ and the working class.

Tom and Daisy belong to the ‘old money’ establishment, where wealth is generational and inherited . This means they were born into already wealthy families, which affects their upbringing and ultimately defines them, from the way they speak (Tom’s “paternal contempt” and Daisy’s voice, “full of money”) to their major life decisions (including marriage, symbolised through the “string of pearls” he buys for her—which, fun fact, is estimated to be worth millions of dollars today). It also affects their values, as we’ll see in the following section. For now, consider this image of their home (and those ponies on the left, which they also own), described as follows:

mage result for tom and daisy buchanan house

“The lawn started at the beach and ran toward the front door for [400 metres], jumping over sun-dials and brick walls and burning gardens—finally when it reached the house drifting up the side in bright vines as though from the momentum of its run.”

Nick Carraway also comes from a similar (though not as extravagant) background—his family had been rich by Midwestern standards for “three generations” before he came to New York.

Conversely, Gatsby belongs to the ‘ nouveau riche ’, or new money. Unlike the Buchanans, Gatsby was born into a poor family, only coming to wealth in the 1920s boom. Specifically, he inherited money from Dan Cody after running away from home at 17.

Although they are all rich, there are significant cultural differences between old and new money. Old money have their own culture of feigned politeness which Gatsby doesn’t quite get. When Tom and the Sloanes invite Nick and Gatsby to supper in chapter six, Gatsby naively accepts, to which Tom would respond behind his back, “Doesn’t he know [Mrs. Sloane] doesn’t want him?” Even though Gatsby is financially their equal, his newfound wealth can’t buy his way into their (nasty, horrible) lifestyle.

Finally, this is contrasted with the working class, particularly George and Myrtle Wilson who we meet in chapter two. They live in a grey “valley of ashes”, the detritus of a prosperous society whose wealth is limited to the 1%. Fitzgerald even calls it a “solemn dumping ground”, suggesting that life is precarious and difficult here. Consider what separates George—“blond, spiritless… and faintly handsome”—from Tom (hint: $$).

Myrtle is described differently, however—she is a “faintly stout” woman with “perceptible vitality”. This may be less of a description of her and more of a commentary on Tom’s sexuality, and what attracts him to her such that he cheats on Daisy with her. Still, Myrtle’s relative poverty is evident in her expressions of desire throughout their meeting—“I want to get one of those dogs,” she says, and Tom just hands her the money.

Ultimately, looking at the novel through the lens of class, we see a society where upward social mobility and making a living for yourself is possible, just not for everybody. Even when you get rich, it doesn’t guarantee that you’ll suddenly, seamlessly integrate into the lives of old money.

Morality and values

Added to this story of social stratification is a moral dimension, where Fitzgerald can be a little more critical.

Firstly, old money is portrayed as shallow . Daisy’s marriage to Tom and the Sloanes’ insincerity are elements of this, but another good example is Gatsby’s party guests. Many aren’t actually invited—they invite themselves, and “they came and went without having met Gatsby at all.” Their vacuous relationship to Gatsby is exposed when he dies, and they completely abandon him. Klipspringer, “the boarder”, basically lived in Gatsby’s house, and even then he still wouldn’t come to the funeral, only calling up to get a “pair of shoes” back.

The rich are also depicted as cruel and inconsiderate, insulated from repercussions by their wealth. Nick’s description of Tom’s “cruel body” is repeatedly realised, as he breaks Myrtle’s nose in chapter two and condescends Gatsby with “magnanimous scorn” in chapter seven. After Myrtle dies, Nick spots the Buchanans “conspiring” and describes them as “smash[ing] up things and creatures and then retreat[ing] back into their money or their vast carelessness”—he sees them as fundamentally selfish.

Gatsby is portrayed more sympathetically though, which may come from his humble upbringing and his desire to be liked. This is probably the key question of the novel—is he a hero, or a villain? The moral of the story, or a warning? Consumed by love, or corrupted by wealth?

I’m going to leave most of those for the next section, but I’ll finish here with one last snippet: Lucille, a guest at his parties, tears her dress and Gatsby immediately sends her a “new evening gown”. Weird flex, but at least he’s being selfless…

That said, a major part of Gatsby’s character is his dishonesty, which complicates his moral identity.

For starters, he fabricates a new identity and deals in shady business just to reignite his five-year-old romance with Daisy. We see this through the emergence of Meyer Wolfsheim, with whom he has unclear business “gonnegtions”, and the resultant wealth he now enjoys.

In chapter three, Owl Eyes describes Gatsby as a “regular Belasco”, comparing him to a film director who was well-known for the realism of his sets. This is a really lucid analysis of Gatsby, who is in many ways just like a film director constructing a whole fantasy world.

It’s also unclear if he loves Daisy for who she is, or just the idea of Daisy and the wealth she represents. Indeed, he doesn’t seem to treat her as a person, but more like something that he can pursue (like wealth). This is a good read, so I won’t really get into it here—just consider how much things have changed since Gatsby first met Daisy (like her marriage and her children), and how Gatsby ignores the way her life has changed in favour of his still, stationary memory of who she used to be.

Love, desire and hope

All of this makes it tricky to distil what the novel’s message actually is.

Is it that Gatsby is a good person, especially cast against the corrupt old money?

This analysis isn’t wrong, and it actually works well with a lot of textual evidence. Where Nick resents the Buchanans, he feels sympathy for Gatsby. He explicitly says, “they’re a rotten crowd…you’re worth the whole damn bunch put together.” Maybe love was an honourable goal compared to money, which ostensibly makes you “cruel” and “careless”.

I wouldn’t say he was cruel, but this reading is complicated by how he can be careless, choosing not to care about Daisy’s agency, and letting his desires overtake these considerations.

Is it that Gatsby and his desire for Daisy were corrupted by wealth despite his good intentions?

There’s also evidence to suggest wealth corrupts—Nick describes it as “foul dust” that “preyed” on Gatsby, eroding his good character and leaving behind someone who resembles the vacuous elite. Although love might’ve been an honourable goal, it got diluted by money.

Gatsby’s paradigm for understanding the world becomes driven by materialism, and he objectifies Daisy. He starts trying to buy something that he originally didn’t need to buy—Daisy’s love. She certainly didn’t fall in love with this man who owned a mansion and a closet full of “beautiful shirts.” Thus, Gatsby is a sympathetic product of a system that was always stacked against him (a poor boy from North Dakota). Capitalism, right?

Is it that capitalist America provides nothing for people to pursue except for wealth, and therefore little reason for people to feel hope?

Past the basics: structural economic tension and the doomed American Dream

Now we want to start thinking beyond the characters (e.g. if Gatsby is a good person or not) and also factor in their social, historical, political and economic context (e.g. if he was doomed to begin with by a society driven by money). This subheading does sound a bit much, but we’ll break it down here.

A key part of this novel is the American Dream, the idea that America is a land of freedom and equal opportunity, that anyone can ‘make it’ if they truly try. Value is placed on upward social mobility (moving up from a working-class background) and economic prosperity (making $$), which defined much of the Roaring 20s…

…for some.

For many others, there was significant tension between these lofty values and their lived reality of life on the ground. As much as society around them was prospering, they just couldn’t get a piece of the pie, and this is what makes it structural—as hard as George Wilson might work, he just can’t get himself out of the Valley of Ashes and into wealth. Indeed, you can’t achieve the Dream without cheating (as Gatsby did).

So, there’s this tension, this irreconcilable gap between economic goals and actual means. Through this lens, the tragedy of The Great Gatsby multiplies. It’s no longer just about someone who can’t buy love with money—it’s about how nobody’s dreams are really attainable. Not everyone can get money, and money can only get you so far. Everyone is stuck, and the American Dream is basically just a myth.

Thus, the novel could be interpreted as a takedown of capitalist America, which convinced people like Gatsby that the answer to everything was money, and he bolted after the “green light” allure of cold, hard cash only to find out that it wasn’t enough, that it wasn’t the answer in the end. (.

Consider what kind of message that sends to people like the Wilsons—if money can’t actually buy happiness, what good is it really to chase it? And remember that Gatsby had to cheat to get rich in the first place.

Is [the novel’s message] that capitalist America provides nothing for people to pursue except for wealth, and therefore little reason for people to feel hope?

You tell me.

Prompt: what does Fitzgerald suggest about social stratification in the 1920s?

Whenever you get a new essay topic, you can use LSG’s THINK and EXECUTE strategy , a technique to help you write better VCE essays. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response .

Let’s try applying this to a prompt. I’ll italicise the key points that have been brought up throughout this post.

Firstly, social stratification clearly divided society along economic lines . This could be paragraph one, exploring how class separated the Buchanans and Wilsons of the world, and how their lifestyles were so completely different even though they all lived in the prosperity of the Roaring 20s . George Wilson was “worn-out” from work, but he still couldn’t generate upward social mobility for his family, stuck in the Valley of Ashes. Conversely, Tom Buchanan is born into a rich family with his beach-facing mansion and polo ponies . Colour is an important symbol here—the Valley is grey, while East Egg is filled with colour (a green light here, a “blue coupe” there…).

The next paragraph might look at the cultural dimension , exploring how you just can’t buy a way of life. This might involve analysing Gatsby’s wealth as deluding him into thinking he can “repeat the past” by buying into the life(style) of old money . This is where Fitzgerald disillusions us about the American Dream —he presents a reality where it isn’t possible for anyone to ‘make it’, where the Buchanans still treat you with scorn even if you’re just as wealthy. Gatsby’s dishonesty is ultimately a shallow one—try as he might, he just cannot fit in and win Daisy back.

Finally, we should consider the moral dimension —even though the wealthier socioeconomic classes enjoyed more lavish, luxurious lifestyles, Fitzgerald also argued that they were the most morally bankrupt. Money corrupted the wealthy to the point where they simply did not care about the lives of the poor, as seen in the Buchanans’ response to Myrtle’s death. Even Gatsby had to compromise his integrity and deal in shady business in order to get rich—he isn’t perfect either. Social stratification may look ostentatious and shiny on the outside, but the rich are actually portrayed as shallow and corrupt.

A good essay on this novel will typically combine some of these dimensions and build a multilayered analysis. Stratification, love, wealth, morality—all of these big ideas can be broken down in terms of social, economic, cultural circumstances, so make sure to consider all angles when you write.

Have a go at these prompts!

1. Nick is biased in his assessment of Gatsby—both of them are no better than the corrupt, wealthy Buchanans. Do you agree?

2. In The Great Gatsby , money is a stronger motivating factor than love. Do you agree?

3. Daisy Buchanan is more innocent than guilty—explore this statement with reference to at least 2 other characters.

4. What does Fitzgerald say about happiness in The Great Gatsby ?

5. Is money the true antagonist of The Great Gatsby ?

6. The women of The Great Gatsby are all victims of a patriarchal society. To what extent do you agree? (Hint: are they all equally victimised?)

Challenge: According to Fitzgerald, what really lays underneath the façade of the Roaring 20s? Make reference to at least 2 symbols in The Great Gatsby . (Hint: façade = “an outward appearance that conceals a less pleasant reality” – think about things like colours, clothes, buildings etc.)

The Ultimate Guide to VCE Text Response

How To Write A Killer Text Response Study Guide

How to embed quotes in your essay like a boss

How to turn your Text Response essays from average to A+

5 Tips for a mic drop worthy essay conclusion

The Importance of the Introduction

3. Sample Essay Topics

4. A+ Essay Topic Breakdown

Things Fall Apart 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 .

Things Fall Apart is set in a fictional group of Igbo villages called Umuofia, around the beginning of the twentieth century. The first half of the novel is dedicated to an almost anthropological depiction of Igbo village life and culture through following the life of the protagonist Okonkwo . Okonkwo is the greatest wrestler and warrior alive in the nine villages and beyond. He has dedicated his life to achieving status and proving his strength to avoid becoming like his father Unoka – a lazy, improvident, but gentle man. Weakness is Okonkwo’s greatest fear. After men in another village kill a woman from Umuofia, a boy named Ikemefuna is given to Umuofia as compensation and lives in Okonkwo’s compound until the Gods decide his fate. Ikemefuna quickly becomes part of Okonkwo’s family; he is like a brother to Okonkwo’s son Nwoye and is secretly loved by Okonkwo as well. Over the next three years, the novel follows Okonkwo’s family through harvest seasons, religious festivals, cultural rituals, and domestic disputes. Okonkwo is shown to be more aggressive than other Igbo men and is continually criticized and rebuked by the village for his violence and temper . When the Oracle of the Hills and Caves decides that Ikemefuna must be killed, Okonkwo is warned by a respected elder to have no hand in the boy’s death because Ikemefuna calls him ‘father’. However, afraid of being thought weak, when Ikemefuna runs to Okonkwo in hope of protection, Okonkwo delivers the fatal blow. Ikemefuna’s brutal death deeply distresses Nwoye who becomes afraid of his father.

At the end of Part One, Okonkwo accidentally kills a clansman at a funeral after his faulty gun explodes and is exiled to his motherland, Mbanta. During his exile, British missionaries arrive in Mbanta and establish a church. Nwoye, disillusioned with his own culture and Gods after Ikemefuna’s death, is attracted to Christianity and is an early convert . This is a heartbreaking disappointment to Okonkwo. When Okonkwo and his family return from exile after seven years they find that the missionaries and colonial governors have established Umuofia as the center of their new colonial government . Clashes of culture and morality occur, and as the British make the Igbo more dependent on them through introducing trade and formal education, the Igbo way of life is continually undermined . When a Christian convert unmasks an egwugwu during a tribal ritual, a sin amounting to the death of an ancestral spirit, the egwugwu burn down the village church. The men who destroyed the church are arrested and humiliated by the District Commissioner, and Okonkwo beheads a court messenger at a village council in rebellion. When none of his clansmen rise with him against the British, Okonkwo realizes his culture and way of life is lost and commits suicide in despair. Suicide is a crime against the Earth Goddess, Ani , so Okonkwo is left to rot above ground in the Evil Forest, like his father Unoka – a shameful fate he spent his life desperate to avoid. The final paragraph, written from the perspective of the District Commissioner, reduces Okonkwo’s life to a single sentence about his death in his planned book The Pacification of the Primitive Tribes of The Lower Niger . Achebe has filled an entire novel with evidence of the complexity and sophistication of Okonkwo’s individual and social life and the District Commissioner’s casual dismissal and belittling of him causes us to flinch with horror and dismay. This is a metaphor for the reduction of Igbo culture in the eyes of its colonizers.

The title gives away the plot of the novel and anticipates the collapse of Okonkwo and his society. Things Fall Apart is about the connection between the tragic downfall of Okonkwo , who fate and temperamental weakness combine to destroy, and the destruction of his culture and society as the Igbo way of life is assailed by forces they do not understand and are unprepared to face .

A Full and Fair Representation of Ibo Traditional Life

The first part of the novel presents the traditional world of the Ibo with specificity and vibrancy . The imbedded descriptions of the patterns of interaction, daily routines and seasonal rituals of Ibo life creates an overwhelming impression of community and shared culture. We see the established system of values which regulates collective life and how closely related this is to natural cycles and environments. The Ibo’s moral values are contained in sayings and stories, rituals and festivals. Achebe depicts a comprehensive and sustaining social, spiritual, economic, agricultural, and legal order. (Chapters to consider: 1, 2, 3, 5, 6, 10, 12, 19)

While Ibo society is marked by the internal coherence of its organization and the poetry of its rituals, this coherence is partially formed by the repression of the individual and the inflexibility of social norms. Achebe shows the violence, dehumanization, and discrimination vulnerable groups experience in Umuofia due to the rigid adherence to tradition and superstition. This includes the customary abandonment of newborn twins, the sacrificial murder of Ikemefuna in the name of justice, and the discriminatory caste structure that denies inclusion to the osu (Chapters 7, 18).

Obierika’s questioning of the stern logic of some customs suggests that many laws are enacted from a sense of duty and inevitability rather than from a firm conviction in their justice or efficacy (Chapter 13). The cultural demand for conformity places a huge moral and psychological burden on individuals who must reckon with the sometimes heartless will of the gods . This internal tension is epitomized in the character of Okonkwo, discussed below.

Clash of Cultures

When the Ibo are confronted with rival institutions a mirror is held up to their society. Fall Apart honestly considers and reflects on Ibo practices, customs, values, and beliefs. The novel is a frank articulation of the nature of the African past and its relevance to the present and future . Achebe wants to illuminate Ibo culture to dispense with lingering colonial prejudices, but he is not sentimental or nostalgic for the past. Instead he is shifting through it to identify the valuable aspects of Ibo culture to bring into the future and help define Nigeria’s post-independence identity .

Achebe recognises that the colonial encounter which led, swiftly and seemingly inevitably, to the disintegration of Ibo culture revealed its profound weaknesses. Achebe suggests that with the arrival and contrast against another culture, a cultural reckoning was inevitable for the Ibo. However, cultural reckoning and revaluation is not the same thing as destruction and erasure . The British colonialists were a hostile force seeking cultural domination. By pointing out some of the weaknesses of the Ibo tradition, Achebe in no way excuses or justifies colonial domination or diminishes the pain and tragedy of the cultural erasure that occurred.

Colonial Domination

The anti-colonial position and purpose of the novel is powerfully clear. Achebe depicts the process of colonial initial establishment and the resultant cultural suspension of Ibo society. The British colonizers believed in their inherent cultural superiority and arrived in Umuofia with the intention to “bring civilization” (p.151) to Africa. They wanted to achieve full control by supplanting Ibo religion and culture with their own.

The British arrived quietly and non-confrontationally with their religion and the clans allow them to stay, misinterpreting their silence as peaceability . An Ibo proverb warns that there is danger in silence and nothing to fear from someone who reveals their motivations (Chapter 15). Obierika recognizes how the white man’s strategy disguised their intentions and gave them the freedom to grow and fortify. He explains the political consequences for the clan, now divided by the new religion, they can no longer act as one (Chapter 20). Without strength in unity, the Ibo are vulnerable to further encroachment of British control in their other institutions .

As only a small number of Ibo initially converted to Christianity, the church was only able to establish itself firmly in the villages because of the Ibo’s religious tolerance (Chapter 2, 22). Mr Brown learns about Ibo religion and his willful blindness to its complexity shows how the colonizers justified their colonial rule and imposition through labelling their subjects ‘primitive’ . Mr Brown understands that Christianity held no appeal for people well integrated in Ibo society, concluding that “a frontal attack on it would not succeed” (p.132) and thus introduces education as a new method of cultural displacement and erasure . Additionally, trade also increased the Ibo’s dependence on the introduced economy (Chapter 21).

From the very first introduction of the colonizers we understand that violence and fear were tools of oppression and dominance , forcing the Ibo to submit and keeping them unresisting (Chapter 15, 20, 23). Not only do the British impose foreign rule on the Ibo and judge them by standards they do not recognize, the District Commissioner’s personal brand of ‘justice’ is corrupt and hypocritical. When the elders are arbitrarily and falsely imprisoned, he tells them that what they have done “must not happen in the dominion of our queen” (p.141), combining personal corruption with a state apparatus of paternalism, hegemony, and occupation (Chapter 20, 23).

Dogmatic zealot, Reverend Smith, encourages fanaticism in his converts, motivating them to insult and humiliate the clan (Chapter 22). Under Reverend Smith’s wrathful guidance, the colonial agenda becomes transparently aggressive . The grief and pathos of the Ibo’s situation and collective trauma is displayed evocatively in the final episodes as Achebe depicts this painful moment of acute crisis (Chapter 22, 23, 24, 25).

A recurring thematic question in Things Fall Apart is to what degree the collapse of the Ibo and the downfall of Okonkwo are due to their own internal weaknesses or the whims of a pernicious fate .

The Ibo understand fate to be in a dynamic and somewhat ambiguous relationship with personal agency . This is evident in their proverb “when a man says yes his chi says yes also” (p.20) which acknowledges and privileges the role of an individual’s choices in shaping their destiny (Chapter 4). The saying “as a man danced so the drums were beaten for him” (p.135) also relates this idea – fate is a response to one’s behaviour. Okonkwo is warned that killing Ikemefuna, his surrogate son, is the “kind of action for which the goddess wipes out whole families” (p.49).This demonstrates the clan’s belief that the goddess’s (or fate’s) punishments are not arbitrary but the result of individual action (Chapter 8).

Although there is an element of chance in Okonkwo’s gun accidentally exploding and killing someone, his exile carries the suggestion of just comeuppance in its echo of the guns failure to shoot when purposely aimed at Ekwefi (Chapter 5, 13). Likewise, although the arrival of the Christians was unexpected and chanced, Nwoye’s rejection of his father is traceable directly to Okonkwo’s choice to kill Ikemefuna (Chapter 7). The desertion of people injured by Ibo traditions is a blow to the clan that feels equally earned (Chapters 16, 17, 18).

After his exile, Okonkwo believes his chi has turned against him (Chapter 14). He renunciates the wisdom of his elders by denying the active role he had in directing the course of events. His refusal to reflect on the connection between his actions and punishment reflect his fatal flaws: hubris and willful lack of self-knowledge. By refusing to self-analyze and self-correct, Okonkwo loses the opportunity of redemption. Comparably, the Ibo, despite believing in a relationship between action and fate, do not reflect on the cause of their kinsmen’s desertion to Christianity. Achebe provides numerous examples of the clan’s dogma and brutal traditions denying people such as Ikemefuna or twins control over their lives (Chapter 2, 7). It was the shortcomings of the Ibo social and religious order that made members susceptible to the attraction of a competing value system with a more articulated concept of individuality. The Ibo’s cultural lack of self-apprehension meant they could not adjust their traditions to save themselves .

However, just as Achebe shows how individuals in the clan are at the mercy of rigid overarching authority, he shows how the fateful forces of history constrain human agency . The British’s hostile intention to erase and supplant the Ibo way of life is a punishment greater than the Ibo deserve and a force stronger than they can rise to. In his description of the grief and trauma of colonial imposition, Achebe demonstrates his compassion and sorrow for the Ibo as they faced the sweeping and unforgiving forces of change in their moment of historical crisis .

Sample Essay Topics

1. "Things Fall Apart demonstrates how the values and customs of a society help us to deal with the familiar but not with change." Discuss.

2. "Traditional ideas of honour dominate Okonkwo's life and finally they destroy him." Discuss.

3. "Nwoye knew that it was right to be masculine and to be violent, but somehow he still preferred the stories his mother used to tell." How does Achebe explore masculinity in Things Fall Apart ?

Now it's your turn! Give these essay topics a go. For more sample essay topics, head over to our Things Fall Apart Study Guide to practice writing essays using the analysis you've learnt in this blog!

A+ Essay Topic Breakdown

Let's look at an essay prompt in this video below:

[Video Transcript]

In Things Fall Apart , women suffer the most and are victimised by men. Discuss.

Whenever you are breaking a prompt down. Ask yourself...

What are the key words/ ideas that you need to address?
Which theme is the prompt referring to?
Do you agree with prompt? Or do you disagree with it?

The keywords of this prompt would be women, suffer,, victimised and men. The prompt requires us to address the role of women in the text and the ways in which they suffer in a society that is pervaded by patriarchal values. It also asks us, ‘Who is to blame?’ Are men solely responsible for the maltreatment or are there other causes to their suffering? The word ‘most’ in this prompt is actually there to give us a bit of room for discussion. Yes, women do suffer, but do they suffer the most? Or do men suffer as well?

Now that we’ve thought about the prompt, we can move on to the second step of the THINK part of the THINK and EXECUTE technique. To find out more about this unique strategy, I’d recommend downloading a free sample of our How to Write a Killer Text Response eBook!

Now, before we write our ideas in beautiful topic sentences, it’s often easier to simplify everything first. One way to do this is to work out whether the paragraph agrees or disagrees with the prompt at hand. We could follow this structure…

‍ Yes, the prompt is true because X Yes, another reason it is true is X While it is true, it is limited by X

By elucidating the ways in which women are seen as inferior to their male counterparts, the writer establishes his critique on a society that victimises and oppresses women. From the outset of the book, Okonkwo is characterised as a violent man who ‘rules his household with a heavy hand’, placing his wives in perpetual fear. The frequent beating and violence fortifies the portrayal of him as a man who is governed by his hatred of ‘gentility and idleness’, further showing the terror that his wives are forced to be living in.

"Do what you are told woman. When did you become one of the ndichie (meaning elders) of Umuofia?"

He also sees his wife’s mere act of questioning as disrespect, as evidenced through the ways in which he implies that she is overstepping her role.

“There were many women, but they looked on from the fringe like outsiders"

This simile also shows how women are often marginalised and treated as outcasts, underlining the overarching yearning for social justice throughout the text. This pitiful image of women looking ‘on from the fringe’ also helps Achebe relay his criticism of gender double standards and the unfairness that Igbo women are forced to live with. Achebe’s sympathy for women’s suffering and condemnation of men’s mistreatment towards are also evident through his depiction of a society that normalises misogyny.

‘His mother and sisters worked hard enough, but they grew women’s crops… Yam, the king of crops, was a man’s crops’

The personification of the crops, in particular, the men’s crops, the ‘yam’, being the ‘king of crops’ establishes this gender hierarchy in yet another way. More specifically, the position of men in the social hierarchy is highlighted and the negative connotation attached to the ‘women’s crops’ undermine their hard work, rendering it in significant. While women are the main victims of Igbo gendered prejudice, Achebe does not disregard the undue burden that societal expectations impose on men.

‘He was afraid of being thought weak.’

Achebe explores the burdens of unrealistic expectations that are placed on both men and women. This quote exemplifies societal expectations on men to be strong, powerful and fearless leaders who never show emotions. Achebe’s sympathies regarding these expectations show us that this is an important critique in Things Fall Apart that we can analyse.

If you find this helpful, then you might want to check out our Things Fall Apart: A Killer Text Guide where we cover 5 A+ sample essays (written by a 50 study scorer!) with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so you reach your English goals! Let's get started.

With contributions from Lindsey Dang.

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!

Plans are one of the most ignored (and underestimated) steps in the essay writing process. Some people don’t do them simply because they don’t want to, some sacrifice them because they think they’ll run out of time, and some do ‘plans’, but in reality, they’re only a rough mental outline. Each of these situations place too many students time and time again in sticky situations come an English SAC or exam.

Why plans are essential for any good essay

They ensure that you can’t mind blank — it’s all on the paper in front of you!
They ensure that you always stay on topic.

Mental plans or not having a plan at all mean that you don’t have a true direction in which your essay is going. If you’re not sure where you’re going, well, how are you going to get anywhere?

They save you time in writing time.

Instead of wasting reading time, you’ve done most of your thinking right at the beginning of the SAC or exam, positioning you to do really well in your essay because you can focus on constructing some really juicy, coherent analysis in your body paragraphs, rather than remembering your basic points and/or making sure your essay is actually answering the question.

Let’s have a look at an essay topic that I’ve tackled in the past. This one is based on Kate Grenville’s The Lieutenant , a current VCE Year 12 English text. To learn more about themes, quotes, characters about this text, and to have a look at an essay topic breakdown, check out this blog post written by outstanding LSG tutor, Angelina !

“But a man could not travel along two different paths.” How does Grenville explore Rooke’s conflict of conscience in The Lieutenant ?

Step 1: Highlight key words

Now, it may seem like I've just highlighted the whole prompt, and I understand why you might think that! However, each of the words highlighted convey something meaningful within the prompt. If you're ever unsure about what could be considered a key word, consider whether the prompt would have the same meaning without the word in question.

Step 2: Define key words

In this topic, the main phrase that needs defining is ‘conflict of conscience’. For me, this signals that we must consider morality and the weighing up of right and wrong, especially when tough decisions have to be made.

I’d also take a moment to analyse the quote. This essay prompt is quote-based, so it’s imperative that we discuss the quote and consider the meaning of the quote throughout our essay. For some more detailed info on how to tackle different types of essay prompts, check out this blog post.

Step 3: Start essay plan

Next, I’d start tackling the plan itself. Although it seems like the above steps would take a while, my real-life planning process only takes about 5 minutes. You certainly don’t have to write everything down and you certainly don’t have to make it make sense to anyone but yourself.

Personally, I like to format my plans in dot-point form. I write 1, 2, 3 for each of my body paragraphs and I leave a space underneath each so I can plan each paragraph.

First, I’ll just write rough topic sentences under each, so I can really step back and consider whether my plan of action for the essay’s body paragraphs will do a good job at answering the prompt itself. Again, these are only rough topic sentences — fancying them up will come during the essay writing phase.

Step 4: Important things to include in each paragraph

Once I’ve decided on what each of my body paragraphs will be about, I can them go into a bit more depth for each of them individually.

These are the elements that I include for each:

Essentially, the points that I’ll argue and the reasoning behind the paragraph

The evidence that I’ll be using to reinforce my point(s).

Literary devices/metalanguage

In Year 12, I made a conscious effort to include one literary device or metalanguage example per body paragraph in all of my English essays. This really set me apart from the rest of the state because, in reality, not enough students really focused on the language of their texts, which can really impress examiners.

Strategy: Colour-coded plans

For me, using different colours in my plans helped me organise my thoughts, distinguish between them, and ensure that I had covered everything that I wanted to cover.

Obviously, you can come up with a colour system that works for you, but this is what I came up with:

Green = metalanguage
Red = quotes
Black/blue = everything else!

And that’s it — my four-step but five minute essay planning process. Don’t be afraid to modify this to make it work for you and your needs. However, definitely DO be afraid of not planning — it’s absolutely essential for any good essay.

Happy planning!

Hey guys. I've been doing a load of essay topic breakdowns for you guys, and we've been looking at plans for them, so I thought I would actually show you how I actually do a real life plan, one that I would do on paper if I was preparing for a SAC or an exam, as opposed to the ones that I do on YouTube because the ones that I do on YouTube are slightly different. I definitely go into more detail than I normally would. But at the same time I still do use the same concepts as I would when I do read the steps on YouTube. So I'm going to go and show you that today. And before I actually do that, I just want to preface this and tell you guys why doing a plan is so important. So I know that a plan is something that one, a lot of people just don't do, or two, they tend to sacrifice it if they feel like they don't have enough time, or three, they do a plan in their head, but they don't actually write it down on paper. Now, all of these things are pretty detrimental for you, especially because when you write a plan, it actually helps to secure you and ensure that one, you're not going to mind blank throughout your essay or let me rephrase that, if you do mind blank throughout your essay, you will still have a piece of paper in front of you telling you, "This is what you were thinking Lisa, just go and follow this method or what you've written down here." So that way you don't just get stuck in the middle of your essay and start having a freak out because you've forgotten what you were supposed to write. Second thing is that it ensures that you don't go off topic. This is something that happens quite frequently. If you don't have a plan, then you have this idea of, "Oh, I'll write this and this", and then somehow halfway through an essay, halfway through a paragraph, you realize, "Holy crap, I have completely veered off the topic or this has gone completely in the other direction from what I intended. This is not what I wanted." So in order to prevent that from happening, just do a plan, please! You will find that it ends up saving you so much time and it just gives you that reassurance that you need in situations where there are so many unpredictable factors, like what prompts you're actually going to get. And your focus and attention should be more about developing those ideas, rather than having a mind blank in the middle of your essay and then having a little bit of a freakout as a result. So I'm going to base this video on a previous essay topic breakdown in the past, and that is on Kate Grenville's The Lieutenant. I was going to say Lieutenant, because I always accidentally say that, but no, it is Lieutenant. Now, if you are not doing as text as always, don't stress about it because what I want you to take away from this video is how you actually do plans, the thinking that goes behind it and the formatting around it. So let's just get started. The essay topic that we're doing today is, "But a man could not travel along two different paths." How does Grenville explore Rooke's conflict of conscience in The Lieutenant. So as always, my first step is I will highlight the keywords that I see inside the prompt. Keywords are different for everyone, but these are the ones that I think are most important. Firstly, the actual quote itself, how Grenville, conflict of conscience. Pretty much in this case I could probably just highlight the entire thing, but for the sake of just defining some keywords, this is what I would do. So the next step is to define key words. I think the only big key word that I need to define here is conflict of conscience. And so to me, the conflict of conscience suggests internal conflict, which implies that we'll 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. So as you can see, I've written these words down next to the keyword and that will just help me ensure that I stay on topic or I stay in tune with what the keyword is about and I don't suddenly change my mind halfway through the essay. Then what I'll do is, I will analyze the quote itself. So this is unique because this particular essay prompt has a quote inside it, but I'll have to think about, okay, where did I see this quote? Who might've said it and what might it mean? And I'll draw it down a few notes for that. Then I'll pretty much just go straight into my plan. Now, my plans I've written within five minutes, most of the thinking is actually done during reading time. So personally, I've always found that just writing dot points is completely fine. I don't need to go more beyond that. And I'll show you a few examples now of real life year essay plans that I did during that time. And as you can see, they are pretty much just scribbles and if anybody else was to look at my essay plans, they would have no idea what I'm talking about. But you know what, for me it makes complete sense and that's all that matters. You're not graded on your plan, so just go ahead and do it your way. You do you. So what I'll do is I'll quickly dot down one, two, three, and these represent my body paragraphs. Then I'll just write down very quickly what the topic sentences will be. I don't actually write the full topic sentence itself, but I guess the essence of it, so the key things that I will mention in the topic sentence. By writing down the three topic sentences, this allows me to take a step back and look at the essay holistically and ensure that I am answering it the way that I want to. Then what I'll do is I'll move into each individual body paragraph and write down some things that I think are important for me to remember when I go ahead and write it. So I might write down a couple of ideas that I think are important. I will write down quotes that I think are essential to my discussion. And then what I'll do is I will throw in at least one literary device or a metalanguage that I think is important to discuss. So in this case, in this first body paragraph, it's limited omniscient third person perspective. By throwing this in, I will ensure that I can show my examiner or show my teacher that I can go on that deeper level. I'll repeat this method with both paragraph two and three. Of course for you, you might need to write down more dot points. You can write fewer dot points, it's really just dependent on every individual. If you are somebody who needs to write down the quotes more, then go ahead and do that. But for me, a lot of the quotes will stick in my head. I just need one point just to bounce off, and then from there, I'm able to pull in all of the other quotes that are necessary. You also notice that I do things in different colors. Now, I think this is a strategy that I implemented in order to make things a lot clearer for myself before jumping into an essay. So for example, for anything that's a metalanguage based, I'll write it in green. The whole purpose for that is to ensure that in every single body paragraph, I do cover some form of a literary device because that was always really important for me. I thought that it was one of the key things that helped me differentiate myself from other students. So if I took a step back from the plan and I looked at it overall, I could see, okay, there's a green color in every single body paragraph, done. I have ticked off that criteria. I also used to write quotes in red as well. So red just helped me do the same thing. It helps me take a step back and go, "Yep, there's a bit of red in every single body paragraph. I'm definitely including quotes," which might sound pretty stupid, but it's just that little bit of reassurance that I think really makes that difference when it comes to a stressful situation. That's pretty much it. It's just five minutes of your time, so we probably don't need to go into it in too much more detail than that. But as you can see from my essay plans, I'm quite minimal. I just keep things as short as possible because that's all I really need because a lot of the information is here, but I just need to reinforce it and ensure that it is concrete when it is on paper. So for yourself, I would recommend that you start practicing your plans. You can try my method and see if that works for you, but over time, I'm sure that you'll come to find your own way of writing plans that work for you. Next week I'm going to have another essay topic breakdown for you. Can you guess what it might be? If you want to take a stab, put it in the comment section below, but that's it for me in this week guys. I hope that was helpful for you, and don't forget plans are crucial to an amazing essay. If you needed any extra help, then my mailing list is always available for you guys. I send out emails every single week just giving you new advice and tips for your studies, so I'll put that in the description box below for you to sign up. Other than that, I will talk to you guys next week. Bye!

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!

Updated 08/01/2021

For a detailed guide on Language Analysis, including how to prepare for your SAC and exam, check out our Ultimate Guide to VCE Language Analysis .

Often, beginning a Language Analysis essay can be tough. How do you start? Do you even need to write an introduction? There are many answers to these questions- some say that because an introduction is not explicitly worth any marks, you don’t need to bother. However, an introduction can be a great way to organise your thoughts and make sure you set up your analysis properly…as long as you don’t waste a lot of time writing unnecessary sentences.

If you'd like to see exactly what goes into an A+ Analysing Argument response, from the introduction to body paragraphs and beyond, check out our How To Write A Killer Language Analysis ebook!

You can use a simple, easy to remember formula that will help you to identify the key aspects of the piece very early on, and this will show your examiner that you know exactly what you’re talking about- all you have to do is to remember the acronym "CDFASTCAT”.

Here is a breakdown of each aspect and its importance:

This gives the audience some background information on the issue, and “sets the scene” for the article or text. In ANY language analysis article/piece you come across (whether it be in the exam or in practice), there is always a box with the context of the article explained. ALWAYS read it and let it influence your analysis. If you exemplify consideration of the information provided to you in your analysis, you will show a deeper understanding of the issue, and your analysis will be more accurate and detailed. Aim to demonstrate that you understand why the article was written, and its surrounding circumstances.

This gives the article a wider context, and helps the audience understand why the author may have a certain viewpoint. It is also good practice to properly reference the article in your analysis, which includes the date, author, source and title.

The form of a Language Analysis text can vary, from newspaper articles, blogs, comics or even speeches. Each form has its own set of conventions which can help you identify language techniques, and can change the way the message is communicated to the audience. For example, in a speech, the speaker is more likely to directly address their audience than the editor of a newspaper may in an editorial.

When writing a Language Analysis essay (or any essay for that matter), always refer to the author by either their full name, their surname only, or a title and a surname - NEVER by their first name alone. For example: 'Lyle Shelton', 'Mr. Lyle Shelton', 'Mr. Shelton' and 'Shelton' are all okay to use in your essay. However, you would never use 'Lyle' on its own.

The source of a text can influence your understanding of the audience. For example, an article written on a blog about gardening is likely to have a different audience to a financial journal. Including the source is also an important so that the article is properly referenced.

Including the title in the introduction is critical to properly introducing the article. Remember to analyse major techniques in the title if there are any during the body of your essay!

Contention ‍

Identifying the author’s contention can be the most difficult aspect of Language Analysis for many students. The trick is to ask yourself the question 'What is the author’s argument?' If you want to break it down even further, try asking 'What does the author want to change/why/what is it like now/what do they want it to be?'

Depending on the audience, different techniques and appeals may work in different ways. For example, an appeal to the hip-pocket nerve is more likely to have an effect on single parents who are struggling financially than it is on young children or very wealthy people.

You should not include a tone word in your introduction as the author’s tone will shift throughout the text. However, identifying the tone early on is important so that you can later acknowledge any tonal shifts.

Often, articles will include some sort of graphic; it is important that you acknowledge this in your introduction and give a brief description of the image - enough so your analysis can be read and understood on its own. The description of the image is the equivalent of an embedded quote from an article; both are used to provide evidence to support your analysis.

10 Things to Look for in Cartoons is a great resource to help you learn what to look for in graphics. Don't be put-off by the name; you don't need to be studying cartoons specifically in order to learn heaps from this blog post.

If you follow the CDFASTCAT approach, your Language Analysis introductions will become easy to write, straight to the point and full of all the most important information - good luck! ☺

If you, like me, grew up Asian in Australia, you might think you already know a thing or two about, well, growing up Asian in Australia. Our stories can be pretty similar—just have a scroll through the ‘subtle asian traits’ Facebook group, or have a conversation with literally any Asian Australian about their parents.

At the same time, it’s also important to recognise that everyone’s experiences are diverse, especially given how broad an identity ‘Asian’ can be. Also important is to recognise how broad and intersectional identity can be in general—intersectional meaning that race isn’t the only thing that defines any one of us. Things like gender, socio-economic status, ability, sexual orientation and religion can also be really central, for example. Each of these things can impact the way we navigate the world.

Covering a broad range of these stories is Alice Pung’s anthology, Growing Up Asian In Australia . Some of the contributors in this volume include Sunil Badami , Matt Huynh , Bon-Wai Chou , Diana Nguyen , Michelle and Benjamin Law, and Shaun Tan , and already this cross-section is fairly diverse in nature. You can also click on their names to find out a bit more about each of their work. I think this is worth a few minutes, just to get acquainted with the sheer range of Asian-Australian creatives who are represented in this book, and to locate their work within the themes they write about—in other words, having a think about the ways that cultural heritage, or experiences with family, or economic hardship permeate their work, both in the anthology and in their lives outside it.

The anthology is (perhaps quite helpfully) divided into sections which revolve around key themes, which is also going to inform the structure of this guide. I’ll be using this guide to go through an exercise that I found really helpful when learning the text, which involves:

taking two stories per section and drawing up some dot-point similarities and differences
translating two of those points into paragraphs, a bit like a ‘mini-essay’

We’ll go through some an example of what this might look like, and why it’s a helpful exercise to try.

Before we start diving into Growing Up Asian in Australia , I'd highly recommend checking out LSG's Ultimate Guide to VCE Text Response .

Strine (Badami & Tseng)

Strine is what’s called a syncope , a shortened way of pronouncing Australian (a bit like ‘Straya’)—it refers to Australian English as it’s spoken by locals. This section of the book is all about language , and about the difficulties of juggling two languages growing up, and Badami and Tseng’s stories are great examples of this.

1. Similarity: connections to one’s mother tongue fade over time. Tseng recounts how, one by one, she and her sisters stopped learning Chinese as they progressed through their Australian education. Badami on the other hand compromises his name which stood out as too Indian when he “just wanted to fit in.”

2. Similarity: for ‘third-culture kids’, losing knowledge of their language also strains their relationship with their forebears. Badami’s mother is shocked to hear the anglicisation of his name despite the significance it carrie for her (“she spat my unreal new name out like something bitter and stringy”), and Tseng describes the experience of communicating with her father in “Chinglish” so that they can both understand each other.

3. Difference: language can be an internalised, personal experience, or a highly exposed and interpersonal one. While Tseng feels her loss of her language as a “sense of shame, a vague unease”, Badami is almost bullied into changing his name, “Sunil? Like banana peel?”

The Clan (Law & Chau)

This section delves into the complex ties that hold migrant families together. Chau’s poems are starkly different to Law’s story, so it’ll be interesting to compare how these different narrative forms work to explore those ideas.

1. Similarity : it can take at least one generation for migrant families to dig their roots into their new home. While Law’s parents are proud tourists at Queensland theme parks, he and his siblings “groan” at their comportment. Chau’s poem ‘The Firstborn’ traces his ancestry forward until he arrived, “an ABC” and his son “by amniotic sea”, both of them born into Australia.

2 . Similarity: family dynamics are still traditional and therefore gendered. Law notes how his mother’s health suffered when divorcing his father, and Chau notes that the women members of his family were “cast off” the family tree “as if they were never born.

3. Difference: family history and heritage can vary in importance. Chau’s family traces back “twenty-eight generations” of history, whereas Law’s family very much lives in the present, the only tie to older generations being his “Ma-Ma”, or grandma.

4. Difference: families show their love in different ways. Whether it’s dedicating a poem to his son about his life as one of “ten thousand rivers” of Chinese diaspora into the Australian sea, or taking the kids to theme parks on weekends, all sorts of affection can hold families together.

Putting it together

So I’ve tried to choose two sections (and four stories) that are all a bit different to try and mix it up and get some rich comparative discussion out of these. You might be studying this text alone, but even as one text, remember that there’s a lot of diverse experiences being represented in it, so discussing how stories connect, compare and contrast is just as important as discussing the content of individual stories themselves.

If we do a mini-essay, we might as well go about it properly and pick some sort of contention. Without a fixed prompt though, it might be easier to start with those dot points and pick which ones we want to write out and string together. Let’s pick two—connections to mother tongue fading over time (Strine similarity 1) and digging roots into Australia over time (The Clan similarity 1). A contention covering these points might look like:

While second generation migrants may struggle with loss of culture, they also constitute a unique and significant part of the diaspora.

Many migrants lose connections to their heritage over time, and these connections are often in the form of language. Particularly for Asian migrants, there is not as strong a need to preserve their mother tongue in the English-speaking Australia, and as such their knowledge of those languages can be easily lost. Ivy Tseng, for instance, recalls how she was never able to “grasp the significance” of learning Chinese as a child, and eventually she and her sisters would prioritise “study” and other academic pursuits over learning Chinese. Because tertiary study and education as an institution generally carry a lot of weight in migrant cultures, there is often a compromise made at the expense of heritage and language. These compromises can come from other factors as well, particularly the group dynamics of being in white-dominated Australia. Bullying is a frequent culprit, and Badami for example is indeed peer-pressured into resenting—and ultimately anglicising—his name, “Sunil? Like banana peel?” More generally speaking, a sense of shame for one’s difference is a common part of the migrant experience—Law experiences it as well at theme parks, where he and his siblings attempt to “set [them]selves apart” from the faux-pas of their parents. Not always an intentional goal, but a general willingness to compromise connections to heritage underscores many Asian Australian migrant stories, particularly of second-generation migrants.

However, the extent to which migrants feel socially integrated in society shifts generationally and over time as well. Second generation migrants are thus unique in that they have the closest connection to their heritage while also initiating this process of integration. Law and his siblings exemplify this, with their “Australian accents” and “proper grammar and syntax.” While some loss of their native Cantonese takes place, they are also the first in their family to sound Australian, one step closer to being Australian. They constitute part of the distinct, third culture of “ABC”—Australian-born Chinese—to which Chau alludes in his poem, ‘The Firstborn’. Distinct from first-generation migrants, ABCs are a product of diaspora and spend their formative years immersed in the Australian way of life. Chau’s poem goes on to highlight how sizeable this demographic now is—“the sea is awash with the unfathomable Chinese sons.” Thus, we can see how ABCs, or second generation Asian migrants, represent a unique and significant social group exemplified by great compromise, but also great change.

Why is this useful?/How can I apply this?

I like this exercise because it gets you thinking creatively about the key implications of the stories. Within a section or theme, you want to identify similarities in how both stories contribute to our understanding of that theme . You also want to identify differences to explore how stories can be unique and nuanced , which will provide your essay with more depth when you ultimately need it. Then, putting it all together helps you synthesise new connections between themes .

For an analytical study of this text, you’d flesh out those ideas until they become paragraphs, introducing relevant evidence and mixing it up with explanatory sentences as you go. Explanatory sentences keep you analysing rather than story-telling, and they usually don’t have any quotes—an example from above might be “because tertiary study and education as an institution generally carry a lot of weight in migrant cultures, there is often a compromise made at the expense of heritage and language.”

For a creative study, you’d take away those ideas and look at how else you might explore them in other stories. Feel free to challenge yourself for this; I remember falling back on more personal writing when studying this creatively, but don’t neglect other genres or forms! If second generation migrants are in fact more on their way to belonging, write a speculative story about how an apocalypse tests those connections to white Australians. I dunno, but don’t be afraid to really push the boundaries here and test the implications you draw from the stories.

Give it a go

Try it for some of these:

UnAustralian? (Loewald & Law) and Leaving Home (Diana Nguyen & Paul Nguyen)
Battlers (Dac & Law/Huynh) and Mates (Phommavanh & Ahmed)
The Folks (Lazaroo & Tran) and Homecoming (Beeby & Larkin)

Growing Up Asian in Australia Essay Prompt Breakdown

Video Transcription

The essay topic we’ll be looking at today is short and sweet;

To belong is to sacrifice. Discuss.

The key terms are evidently “to belong” and “to sacrifice”, so these are the words and definitions that we’ll have to interrogate.

Belonging is a feeling of being accepted by someone or being a member of something, so we’d have to ask who is doing the accepting, and what are the writers seeking to be members of. On the other hand, sacrifice is loss, it’s giving something up—it’s implied that seeking belonging means you may have to navigate compromises to what you have, how you live, or maybe, who you are. Have a think about what sacrifices are made by whom, and why.

With that in mind, let’s brainstorm a contention . We usually want to avoid going fully agree or fully disagree to create a bit more ‘grit’ for the essay—and in this case, the prompt is pretty deterministic or absolute; it’s saying that belonging is all about sacrifice.

I’d probably argue that belonging is sometimes about sacrifice, and for migrant children they often give up some of their culture or heritage for Western lifestyle or values. That being said, belonging in these cases is probably more about synthesis than sacrifice—it’s about being able to negotiate and bring heritage into increasingly Australian ways of life.

The brainstorming section of writing a killer essay is where my THINK and EXECUTE strategy comes in. If you haven’t heard of it before, essentially, it’s a method of essay writing that emphasises the importance of really thinking about all aspects of a prompt and exploring all the different avenues you can go down. To be able to EXECUTE a well-reasoned, coherent and articulate essay that contains enough nitty-gritty analysis, you have to do enough THINKing to get some meat on the essay’s skeleton, so to speak. To learn more, check out my top selling eBook, How To Write A Killer Text Response .

In paragraphs , we could start by looking at some of the sacrifices people make in order to belong . The poem, ’Be Good, Little Migrants’ has a more of a cynical take on this, suggesting that migrant groups are expected to sacrifice economic mobility and even personal dignity in order to gain favour with locals: “give us your faithful service”, “display your gratitude but don’t be heard, don’t be seen.”

Economic sacrifices are seen across many stories, from the working class “decent enough income” in ‘Family Life’ to the failing business in ‘ABC Supermarket’. Other forms of sacrifice might be less material—for example Benjamin Law’s sacrifice of his Mariah Carey cassettes in an attempt to fit in at school from the story ‘Towards Manhood’. This example is interesting because it isn’t a cultural sacrifice, but a gendered one—it’s a good reminder that identity is always multi-layered.

For migrant children though, the sacrifices usually revolve around their race and culture . Diana Nguyen for example notes language as a key sacrifice: she quits Vietnamese school because she didn’t feel like she belonged with the grade ones in her class, and her ultimate “lack of interest in learning [Vietnamese] created a lasting barrier” between her mother and her. In Sunil Badami’s story, ‘Sticks and Stones and Such-Like’, the sacrifice is his name, as he Anglicises it to Neil. When his mother finds out, “she spat my unreal new name out like something bitter and stringy, too difficult to swallow.” The common denominator here is that Asians growing up in Australia often have to navigate sacrificing some of their heritage in order to belong in western society.

However, the challenges faced by the Asian diaspora growing up abroad are more complex and more nuanced than just sacrifice. More often than not, they’re required to synthesise a ‘third culture’ identity that balances their heritage with western values and lifestyles.

Diana Nguyen goes on to discuss her career trajectory in becoming a “working actor” in Melbourne’s entertainment industry, carving out a path for herself in spite of her parents’ disapproval, and going on to represent a new generation of Asian Australians in the media. The story ‘Wei-Lei and Me’ also points to this shifting demographic in Australia, as Gouvernel and her best friend stave off a racist primary school bully only to see their home change for the better as they grew up, with new restaurants from their home cuisines opening up. At the same time, they “had become what [they] thought [they] could never be: Australian,” describing a way of life in Canberra that is unmistakably Australian.

So, belonging isn’t necessarily all about sacrifice—it doesn’t mean you can’t pursue your passions or become ‘Australian’. Sure, sometimes sacrifice is necessary, but ‘third culture kids’ synthesise conflicting identities in order to belong.

Having arrived at the contention, let’s just have another think about the takeaway message - being able to bring other themes into an essay topic that only really raises one theme. To answer this topic fully, a good essay wouldn’t just discuss belonging and sacrifice, but it would also bring in discussion about family, friends, careers and cultures, just to name a few. Hopefully this is something you can translate into your own future work!

Growing Up Asian In Australia is an anthology with a lot to unpack, but there are plenty of unique stories with plenty of interesting links to be made. However you’re learning this text, being able to draw conclusions from stories and extrapolate them into your writing is a really important skill.

As you go, ask yourself about the implications: ‘so what?’ and ‘why?’. These sorts of questions will help you get richer insights and write about the anthology in a more interesting way.

Stasiland and 1984 are studied as part of VCE English's Comparative. For one of most popular posts on Comparative (also known as Reading and Comparing), check out our Ultimate Guide to VCE Comparative.

‍ 1. Introductions

Stasiland is a memoir-style recollection of the author Anna Funder’s encounters with people affected by the years of the German Democratic Republic (GDR), or when Germany was divided into east and west. It marries the author’s personal growth and development during her period of research with the personal histories of those who acted as both perpetrator and victim of the regime’s atrocities. The result is an emotional and deeply human perspective of this heavily-documented period of history which delves into the lasting yet often invisible marks the GDR left on those it touched.

1984 is on the surface the dystopian narrative of the struggles and ultimate downfall of a man named Winston who lives in the depressingly grungy and hopeless world of Big Brother and The Party. In a more profound sense, however, it is author George Orwell’s warning concerning the possibilities inherent in the development of totalitarianism and how these might come to damage the human race.

3. Character Analysis and Comparison

When comparing the characters presented in these two texts, it is important to remember that Orwell’s are fictional and Funder’s are her retellings of real people’s stories. Take care to avoid discussing Funder’s characters as constructions, and focus instead on how she has chosen to portray them.

4. Sample Paragraphs

Prompt: Discuss the different ways in which the authors of Stasiland and 1984 explore the intricacies of state power and knowledge.

Sample Introduction

When significant knowledge in any form is gained, it follows that it can be used in any way an individual or group sees fit. Stasiland and 1984 both show that the same piece of information can be used in drastically different ways to suit the purpose of that information’s owner. In both texts, we can observe this in many areas: mass surveillance for security or espionage purposes, recordkeeping to retain the truth or warp it, and medical or physiological advancements used to solve humanity’s problems or deliberately harm and deform people. Such examples force us to consider two well-known maxims, and to decide between the bliss of ignorance and the power of knowledge.

Sample Body Paragraph

In theory, mass surveillance has many benefits; it could be used to prevent criminal activity such as large-scale terrorist attacks and ensure the happiness and wellbeing of citizens. However, it is almost never associated with anything positive. In George Orwell’s 1984 , we are introduced to his hypothesis concerning what it would be like if it were to become developed to its full extent. The concept can be divided into three levels; firstly there is the obvious, external activities that we observe in both texts, which include mail screening, a military or gendarme presence in the streets and a network of informers. Secondly there is the introduction of the state into the home, which is achieved by The Party mainly through the telescreen, the most prominent and sinister instrument of mass surveillance in Oceania which gives total access to individual behaviour in the privacy of the home. While Winston seems to have found a loophole in this area by being ‘able to remain outside the range of the telescreen’, The Party carries its mass surveillance to the truest sense of the expression by extending it to a seemingly impossible third level, which introduces the state into ‘the few cubic centimetres inside [the] skull’. Interestingly, while the Thought Police cannot truly ‘see’ what is inside someone’s head, they can still control it; as long as people think that someone can see their thoughts, they will censor them themselves. This shows that the beauty of mass surveillance is that it does not actually have to be universal or all-encompassing to be successful. This is why the Stasi did not need to go to the lengths of The Party to achieve a similar result; the people merely need to believe that it is so on the basis of some evidence, and through this they can be controlled. Ultimately, mass surveillance can never be anything but destructive for this reason; it could put a complete halt to all terrorist plots and it would still act against the people by insidiously forcing them to censor their own thoughts out of fear.

Sample Conclusion

Both Stasiland and 1984 show absolutely that knowledge is a fundamental and intrinsic part of power, as it cannot exist without knowledge. While it is true that knowledge can be held without exercising it in some external display of power, it always shapes the person who holds it in ways both subtle and direct. Knowledge can therefore be seen as similar to Pandora’s Box; once it exists in a mind, it alters it, and the actions it prompts depend only on the desires and will of that mind .

In order to properly understand either of these texts, you’ll need to put on your history hat. Both of them are very firmly rooted in historical events, and to get a good grasp on what they really mean, you need to understand these events. You should research communism and socialism fairly extensively as well as the GDR, but you don’t need to sit for hours and write a book on the subject. All you need to do is trawl through Wikipedia for half an hour, or as long as it takes to get a sense of the subject. They key is to not ignore things that you don’t understand; if you see terms like ‘Eastern Bloc’ or ‘Marxism’ or ‘The Iron Curtain’ and you’ve got no idea what they are, research them! Even terms that you might believe you’re familiar with, like ‘Communism’ could also use a refresher.

The other main point is that 1984 particularly deals very heavily in ideological and philosophical argument. Orwell constructed the events of the plot as one giant hypothetical situation, so try and think to yourself – could that really happen? Is that really possible, or is this whole thing just plain silly? Remember that this text is much, much more than a simple narrative, and address it as such

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Essay on Fire Safety in 200 and 500+ words in English for Students

Updated on
Apr 19, 2024

Fire is a powerful force that, when uncontrolled, can cause huge destruction to lives as well as to property. However, with fire awareness and preventive measures, many fire-related accidents can be avoided. In this essay on fire safety, we will gather information related to fire, its scientific behavior, and, most importantly, fire management and prevention.

Table of Contents

1 Essay on Fire Safety 200 Words
2 Essay on Fire Safety in 500+ Words
3 The Science of Fire
4 The Behavior and Spread of Fire
5.1 1. Fire-Resistant Building Materials
5.2 2. Fire Detection and Alarm System
5.3 3. Clear Emergency Egress Routes:
5.4 4. Effective Fire Suppression Systems:
5.5 5. Comprehensive Fire Safety Plans and Training
6 Fire Prevention and Safety Act of 2005
7 Conclusion

Essay on Fire Safety 200 Words

Fire can be dangerous. They spread quickly and cause property damage. More importantly, it can injure and even kill people. That is why it is so important to know about the safety of fire.

There are some simple steps that one can take to prevent fires from happening in the first place. As a first measure, one should never play with matches, lighters, burning, or anything that supports fire to burn. Further, keep flammable materials like paper, gasoline, and propane away from the sources of heat. If in any case, you see an unattended fire or flame, tell any of your elders right away.
If you are outside and see any fire breaking out, dial either the national emergency number 112, the police number 100, or the fire helpline number 101.

Apart from these dials, it will be helpful if people install working smoke alarms in homes to test them monthly. It is also suggested to develop and practice a fire escape plan in two ways, either at home or.

At school, it is suggested to practice all fire drills. Students should listen to the instructions from their teachers and should learn how to exit the building rapidly. Learn how to stay calm but move quickly to save yourself as well as your friends and teachers.

Fire can be terrifying, but if planned well and quickly necessary actions are taken, many lives can be saved. Learn and practice fire safety from the fire routine at school as well as at home. Being prepared can keep you safe if a fire occurs ever.

Also Read: Essay on Deforestation: 100 Words, 300 Words

Essay on Fire Safety in 500+ Words

Fire protection is all about keeping ourselves and our loved ones secure from the dangers of fire. Fire can happen everywhere, whether at home, in the classroom, or even outside the home. To keep ourselves and others secure, it is important to know how to stay safe from the chemical technique of combustion.

Understanding the fundamentals of safety, like a way to spot the danger of fire and how to use it in emergencies, can save lives and protect property as well. Also, keeping watch on the guidelines of the government will further assist us in becoming fire-safety protection heroes.

The Science of Fire

Fire is a chemical reaction that involves fuel, heat, and oxygen. Combining the three elements results as releasing of heat, light, and various reaction products. Further, fire requires a continuous supply of all three components to keep burning. Removing any one of them helps extinguish the fire.

The Behavior and Spread of Fire

Fire spreads rapidly by transferring heat to nearby combustible materials through conduction, convection, and radiation. The speed and direction also play an important role in the spread of fire, depending on other factors such as the type of fuel, the wind, and the layout of the building. Understanding the behavior of the fire helps in taking precautionary measures to fight against it.

Fire Management and Prevention

Apart from self-awareness, fire management and prevention also help in staying safe from hazardous chemical reactions. Let us delve into the important management measures and anticipate fire.

1. Fire-Resistant Building Materials

Using fire-resistant materials in construction, such as concrete, steel, and treated wood, can help slow the spread of fire. These materials have a higher combustion point and are less likely to catch a strong fire.

2. Fire Detection and Alarm System

Early detection is important for fire detection. Fire safety devices such as smoke detectors and fire alarms help in the detection of fire instantly. These precautionary indicators should go through regular testing and maintenance to ensure the proper functioning of the safety measure device.

3. Clear Emergency Egress Routes:

Buildings must have marked and unobstructed exit routes to enable fast exits during emergencies. Exit signs, emergency lighting such as emergency escape lighting, standby lighting, and fire evacuation plans assistance help in locating and using these routes efficiently.

4. Effective Fire Suppression Systems:

Automatic sprinkler systems, fire extinguishers, and standpipe systems play an important role in suppressing fire units until one gets professional help. Regular inspections and maintenance ensure these system’s operations work smoothly.

5. Comprehensive Fire Safety Plans and Training

Developing and implementing fire safety plans, conducting regular fire drills, and providing fire safety training to get safe from the fire are essential. These measures promote awareness, preparedness, and appropriate responses during emergencies.

Fire Prevention and Safety Act of 2005

Apart from fire management and prevention, the Fire Prevention and Fire Safety Act of 2005 is a vital law that ensures the protection of all of us. It works alongside other regulations like the Environment Protection Act 1986 and the Explosive Act and Rules to ensure that our surroundings are secure from the danger of fire. This act is constantly updated to stay powerful and deal with new challenges. By following these laws and policies, we will create a safer environment, reduce the threat of fire, and protect lives and property.

Safety from fire is the core responsibility of all of us. Understanding the science of fire and implementing proactive measures such as installing prevention systems, educating ourselves, and other safety practices helps the destruction caused by fire accidents. It should be remembered that a little prevention today can prevent a big disaster of tomorrow.

Also Read: Essay On Covid-19: 100, 200 and 300 Words

Ans: The importance of fire safety cannot be exaggerated. Fire can cause immense damage to property, injuries, and even loss of life. Implementing the proper fire safety measures can help prevent fires from occurring in the first place.

Ans: Fire safety refers to the measures and practices that aim to prevent fires, as well as strategies for minimising the risk and impact of fires.

Ans: The 5 fire safety rules include the following: 1. Keep the flammable materials away from heat sources. 2. Never leave the cooking unattended. 3. Install and maintain smoke detectors or alarms. 4. Have a fire protection plan and practice it at regular intervals. 5. Practice the safety of electricity.

Deepika Joshi

Deepika Joshi is an experienced content writer with educational and informative content expertise. She has hands-on experience in Education, Study Abroad and EdTech SaaS. Her strengths lie in conducting thorough research and analysis to provide accurate and up-to-date information to readers. She enjoys staying updated on new skills and knowledge, particularly in the education domain. In her free time, she loves to read articles, and blogs related to her field to expand her expertise further. In her personal life, she loves creative writing and aspires to connect with innovative people who have fresh ideas to offer.

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Like a House on Fire

Cate kennedy.

Ask LitCharts AI: The answer to your questions

Welcome to the LitCharts study guide on Cate Kennedy's Like a House on Fire . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

Like a House on Fire: Introduction

Like a house on fire: plot summary, like a house on fire: detailed summary & analysis, like a house on fire: themes, like a house on fire: quotes, like a house on fire: characters, like a house on fire: symbols, like a house on fire: theme wheel, brief biography of cate kennedy.

Historical Context of Like a House on Fire

Other books related to like a house on fire.

Full Title: Like a House on Fire
When Written: 2012
Where Written: Victoria, Australia
When Published: 2012
Literary Period: Contemporary, Realism
Genre: Literary fiction, short story
Setting: Probably Victoria, Australia
Climax: The narrator and his wife have an argument about his overbearing need for control, and he realizes the extent to which his back injury is destroying his marriage.
Point of View: First person

Extra Credit for Like a House on Fire

Teaching. Kennedy has taught many writing courses and workshops, including the Masters in Creative Writing program at Pacific University, Oregon.

Book worm. During her thirties, Kennedy was a librarian in Daylesford—a small town in rural Victoria. It was here that she happened across the entry form for the Scarlet Stiletto short story prize, which kickstarted her writing career.

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Essay on “A House on Fire” for School, College Students, Long and Short English Essay, Speech for Class 10, Class 12, College and Competitive Exams.

A House on Fire

Essay No. 01

I live on the sixth floor of an old building. The view from my flat is beautiful for the city lights can be seen twinkling all the way, as far as the eye can see. One evening, I heard loud cries from the next door flat, and looking out of the window, I saw a crowd on the road and people shouting, “Fire! Fire!”. I saw people running with pails, so I too ran down as fast as I could.

Fanned by the wind, the flames were rising higher and higher. People were shouting and crying, urging others to vacate their flats. Amidst all this commotion, to everyone’s relief, the fire brigade arrived! The staff, wearing fire proof uniforms, displayed great efficiency as they put out the flames with hoses. After they had worked on the fire for an hour, the flames gradually began to subside, but a great deal of damage had already been done.

Thankfully no one was hurt seriously, but the building was totally burnt. Some firemen too had received minor burns.

We were extremely grateful to the firemen for their timely help. The cause of the fire was attributed to a lighted match carelessly thrown on a heap of dry straw lying in the kitchen of a lower flat! One careless act could have taken so many precious lives!

Essay No. 02

It was the month of May. It was very hot day. I heard a loud noise. I got up and ran outside I saw that a house of my neighbour was on fire.

The flames were rising to the sky. Everyone feared that the fire would spread the whole locality.

Many people were running with buckets full of water and bags full of sand. They were throwing water on the fire.

Many men, women and children had gathered. Soon two fire-engineers reached the spot. The firemen began to throw a lot of water with their pipes. They entered the burning house.

They helped the family to come out. Fortunately, no one was killed. It took the fire brigade about half an hour to control the fire.

Luckily, there was no loss of life. Whenever I am reminded of the scene, my heart begins to sink.

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Video shows moment fire started at apartment building. 7 families displaced by blaze

By Alecia Reid

Click here for updates on this story

NANUET, New York ( WCBS/WLNY ) — An apartment building in Rockland County went up in flames Tuesday afternoon, leaving seven families displaced.

A neighbor’s Ring camera captured the moment the Highlands Nanuet Apartment Homes went up in flames.

The Rockland County Fire Coordinator says a contractor was doing work on Avalon Gardens Drive when workers started smelling gas. Fire erupted, and although officials say firefighters were on scene within minutes, the fire was too advanced. The lightweight construction prevented them from being able to fight the fire from inside.

“If you can get to that fire before it gets into the attic or into windows of the apartments, definitely you can extinguish it quicker, but once it gets to the attic, it’s very tough to get. It’s kinda like off to the races,” Rockland County Fire Coordinator Chris Kear said.

The building was constructed over 25 years ago and did not have sprinklers because they weren’t required then. The town supervisor says police officers entered the burning building to help get tenants out.

“They tried to gain entry into some of the apartments up above, but the fire was just too intense at that point,” Town of Clarkstown Supervisor George Hoehmann said.

Hoehmann says when the building is reconstructed, sprinklers will be added.

7 families displaced by Rockland County fire

Fannetta Glass-Miles and her husband, Terry Miles, were home when the fire broke out.

“All of a sudden there was a boom. Flames erupted,” Glass-Miles said.

They ran for their lives and managed to escape.

“The smoke came in through the vents, through the walls, everywhere,” Glass-Miles said.

Miles, a retired police officer, is a recent heart transplant recipient and has kidney transfusion appointment Wednesday morning. They say all of his meds went up in flames.

“We don’t know what we’re gonna do right now. I, I, I can’t even think straight,” Glass-Miles said.

CBS News New York was told one volunteer firefighter was about to move into the building and had just picked up his keys Tuesday morning.

So far there are no reports of any injuries, but there is still one dog missing.

The Red Cross is currently assisting those families who lost everything.

Please note: This content carries a strict local market embargo. If you share the same market as the contributor of this article, you may not use it on any platform.

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Short Essay on a House on Fire [100, 200, 400 Words] With PDF

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Like a House on Fire

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Paragraph one

Paragraph two

Paragraph three

Paragraph four

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Why Focus on Setting When Writing a Text Response?

Vicki’s Parent’s Home

The Erratics + Napi

Different Interpretations of Extinction

How To Break Down This Extinction Essay Topic

Step 1: Analyse

Step 2: Brainstorm

Step 3: Create a Plan

Introduction

1. Introduction

Intergenerational Gap

3. Analysing Techniques in Visual Texts

Focus on the Depiction of Characters

Look at the Background in Each Panel

Size of Panels

Life in the Roaring Twenties

Wealth and class

Morality and values

Love, desire and hope

Prompt: what does Fitzgerald suggest about social stratification in the 1920s?

Have a go at these prompts!

Challenge: According to Fitzgerald, what really lays underneath the façade of the Roaring 20s? Make reference to at least 2 symbols in The Great Gatsby . (Hint: façade = “an outward appearance that conceals a less pleasant reality” – think about things like colours, clothes, buildings etc.)

A Full and Fair Representation of Ibo Traditional Life

Clash of Cultures

Colonial Domination

Sample Essay Topics

A+ Essay Topic Breakdown

1. Writing an Unentertaining Speech

Choosing the Wrong Topic

‍ Writing With the Wrong Sense of Tone

Issue: Should the Newstart allowance be increased?

2. Presenting Without Confidence

Reading Instead of Talking

Stalling for Time

3. Not Distinguishing Yourself From Your Class

Starting in an Uninspiring Way

Topic: Should we ban sunscreens with oxybenzone and octinoxate?

No Enthusiasm

4. Incorrectly Using Visuals