Of Mice and

Men
TEXT RESPONSE ESSAY

nerating Ideas
Checklist planning
o

Create a checklist of all the elements that could fall under the following
headings

Major characters

Minor characters

Features of the setting: physical and social

Techniques/Literary devices/Symbols

Themes and Motifs

nerating Ideas
Underline and Question
o

Underline the key words

For each word you have underlined, generate questions that need to be
answered
o

Who

What

How

Why

Which

ucture - Introduction
In general
o Dont retell the story analyse it!!
o A good introduction is not just a list of things you are going to say in the essay
In the world of Of Mice and Men
o You can then provide additional information using phrases such as:
As well
Along with this
Not only also
Moreover
o You can then add details about how the events, characters, symbols and
devices show us the key ideas by using words such as:
Through
By
With

cture Body Paragraph

Three good things to remember
1) Make your sentences about ideas rather than objects
2) Use strong verbs to write about what the ideas do
3) Create links between sentences
George and Lennie are linked by their loneliness
Loneliness brings together George and Lennie and compels them in their drive to
achieve the great American Dream.
Start your sentence with:
o a characters qualities or attributes
o one of the themes
o a word that labels a technique or device used in the text

cture Body Paragraph

cture Body Paragraph

Read this paragraph:
George is a lonely character. George shows his loneliness by
remaining by Lennies side despite the trouble he constantly
causes. The novella makes George seem very impatient with
Lennie despite his loneliness. Georges loneliness makes him do
things that arent the norm for ranch workers following the
Great Depression. A big problem in the novella is Georges
loneliness.
Re-write this paragraph to create flow

cture Body Paragraph

o Technique 1
Replace the words at the start of sentences with:
He/She/It/They
His/Hers/Their/This
o Technique 2
Use linking words at the start of sentences
In/Throughout/During/By
Although/Despite/While/Nevertheless/Moreover/Furthermor
e
So/Consequently/Ultimately/From this/In/Therefore/For

ucture Conclusions
A good conclusion contain 2 things:
o A core topic statement
o A big picture statement
An effective conclusion can be written in 3 sentences:
o Core topic statement
o Further information about the core topic statement
o Big picture statement

ucture Conclusions
Useful words to begin a conclusion:
o Ultimately
o In the end
o In essence
o For the most part
Useful words to make a big picture statement:
o The message of the text is that
o The text shows that / shows how / shows what it means

o The text
demonstrates/illustrates/concludes/highlights/suggests
o Central to the text is the idea that

4 exam feedback
Key skills
These skills include the ability to:
o identify and discuss the structure, features and conventions used by the
authors of narrative texts to construct meaning in relation to the development
of character, ideas and themes;
o discuss different ways of interpreting texts as well as the strategies used by
readers to make meanings;
o take notes while reading, viewing or listening for use in writing about or
discussing texts;
o construct a response to a text, including the use of appropriate metalanguage
to discuss the textual features and textual evidence to support the response;
o use appropriate strategies to review and edit the response;
o listen actively and respond appropriately to others views during discussion;
o use the conventions of spelling, punctuation and syntax of Standard Australian
English.

4 exam feedback
It should be noted that:
o there seems to be a dependence on formulaic, prepared responses by
some students. The study of English is concerned with developing students
understanding and confidence in responding to the specific topics and
prompts offered in the examination. Active engagement with texts enables
students to develop language awareness, to articulate ideas and to develop
communication skills. A personal engagement with the texts and ideas
is neither formulaic nor predictable
o some students did not fully engage with the elements of the topics and
prompts. Greater care needs to be taken in analysing and recognising the
specific expectations of each topic or prompt often this comes down to
a precise understanding of the words that comprise the task
o as this is an English examination, strong language skills (including correct
spelling and grammar) are expected and necessary for success
o it is recommended that students organise their time so that enough time is
left to proofread their work.