Common Mistakes in VCE English Language and How to Avoid Them
Introduction
A lot of students go into VCE English Language thinking it’ll be “easier” than Mainstream English or Literature because it feels more technical and structured. But here’s the catch: even the strongest students lose silly marks by falling into common traps.
Whether it’s mixing up register and tenor, overusing vague terms instead of precise metalanguage, or running out of time in the exam, these mistakes can cost you more than you think. The good news? They’re all avoidable with the right approach.
In this guide, we’ll look at the most common mistakes across the subject — from short-answer questions to essays — and show you exactly how to avoid them. If you can stay sharp on these points, you’ll walk into the exam with clarity and confidence.
General Mistakes Across the Subject
Before diving into each section, let’s look at the mistakes that pop up everywhere:
❌ Overusing Generic Language: Saying “The text is emotional” is vague. Saying “The writer uses evaluative adjectives to create an emotive tone” is precise. Examiners reward accuracy.
❌ Mixing Up Key Terms:
Register = level of formality.
Tenor = relationships between participants.
Function = what a text does (e.g. persuade, entertain).
Social purpose = why it matters socially (e.g. build solidarity, reinforce authority).❌ Memorised Essays: A perfect essay written weeks in advance won’t help if it doesn’t fit the exam prompt. Flexibility is key.
❌ Forgetting Real-World Examples: In essays, especially, examiners want contemporary Australian examples. Think political speeches, advertising campaigns, Indigenous language revival, or slang in youth culture.
These mistakes are easy to fix: slow down, use precise terminology, and always link back to context.
Mistakes in Section A: Short-Answer Questions (SAQs)
Section A looks simple, but it’s where students often throw away marks.
The big mistakes:
❌ Writing mini essays instead of concise answers.
❌ Forgetting to include line numbers with quotes.
❌ Naming a feature without explaining its effect.
The fix:
Follow this pattern:
Feature → Example → Effect → (Context if asked)
Model answers:
Weak (1 mark): “The speaker uses casual words.”
Better (2 marks): “The speaker uses the discourse marker ‘yeah’ (L12).”
Strong (3 marks): “The discourse marker ‘yeah’ (L12) functions as a turn-taking device, reflecting the text’s informal register and reducing social distance.”
That extra step — explaining effect and tying it to context — is what examiners are looking for.
Mistakes in Section B: Analytical Commentary
Commentary is often seen as the hardest part of the exam. You’ve got 45 minutes to pull apart a text, identify salient features, and explain how they work together.
Common pitfalls:
❌ Listing every feature you see instead of choosing the most salient ones.
❌ Skipping context in the introduction (forgetting mode, register, tenor, or purpose).
❌ Writing dot points instead of flowing analysis.
❌ Forgetting to link features back to functions and social purposes.
The fix:
Stick to a clear structure:
Intro → Context, mode, register, tenor, social purpose.
Body → Organised by subsystems (syntax, discourse, semantics etc.) or by function.
Conclusion → Tie features back to overall purpose and register.
For a step-by-step breakdown, check out our analytical commentary writing guide.
Examiners don’t want a shopping list of features — they want to see you analyse how features interact with context and purpose.
Mistakes in Section C: Essay
The essay is where students often lose the most marks, not because they can’t write, but because they misinterpret what’s being asked.
Common pitfalls:
❌ Misreading the prompt or ignoring half the question.
❌ Using vague or generalised examples.
❌ Dropping in linguists’ names without explaining their relevance.
❌ Preparing one essay type (say, language change) and panicking if it doesn’t appear.
The fix:
Carefully unpack the prompt → underline keywords, rephrase in your own words.
Build a clear contention → one sentence that directly answers the whole prompt.
Use specific, contemporary examples → not “politicians use persuasive language” but “Jim Chalmers uses economic jargon (‘real wages’) to appeal to multiple audiences.”
Be flexible → practise across all essay types (language variation, identity, attitudes, change).
For more help, grab our free VCE English Language resources. They include essay scaffolds, example prompts, and real-world examples you can use.
Exam Technique Mistakes
Even if you know the content, poor exam technique can cost you.
❌ Spending too long on Section A and rushing Section C.
❌ Not using reading time to plan.
❌ Forgetting to proofread (easy grammar errors = silly mark losses).
✅ The fix:
Practise timed writing — not just content.
Use reading time to plan your commentary and essay.
Leave 5 minutes at the end to scan for errors.
Exam technique is about discipline. You need to practise under conditions so it feels natural on the day.
How to Avoid These Mistakes
Here are the best habits to build now:
Create a metalanguage glossary → divide by subsystem, add examples.
Do weekly SAQ drills → under timed conditions.
Annotate transcripts → for commentary practice.
Plan essays regularly →even without writing them fully.
Peer review → swap SAQs, essays, or commentaries with friends to check clarity.
Everything in the VCE English Language study design points back to these core skills: precision, context, and analysis. That’s what examiners reward.
Conclusion
Mistakes in VCE English Language are common — but they’re not permanent. Once you know what to look out for, you can avoid them and focus on what examiners actually reward: precision, context, and consistent practice.
Success doesn’t come from writing the longest essay or spotting the most features. It comes from clear, accurate responses that link language to purpose and context.
