The document outlines the structure and components of an effective introduction for a text response essay, emphasizing the importance of a strong background sentence, a contention sentence that presents both agreement and disagreement with the topic, and the use of topic sentences to guide the essay's body. It provides examples and templates to help students craft their introductions, highlighting the significance of context and thematic relevance while avoiding character names unless specified in the essay topic.
Table of content
Purpose
Post-Module Learnings
Content
Introduction Basic Structure
Background Sentence
Quote Sentence
Contention Sentence
Topic Sentence 1
Topic Sentence 2
Topic Sentence 3
Sample Introductions
Rear Window - Alfred Hitchcock
All the Light We Cannot See - Anthony Doerr
We Have Always Lived in the Castle - Shirley Jackson
Station Eleven - Emily St. John Mandel
Runaway - Alice Munro
Background Sentence
Purpose
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As part of each of these modules, there will be a purpose that connects back to VCE English.
To offer an introduction into what an Introduction paragraph is in Text Response, what should be included, and how you would normally break down each sentence individually.
Post-Module Learnings
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Following this module, these are the following skills you should have.
I understand the structure of an Introduction in Text Response.
I am able to do research to find what to include in the Background Sentence.
I am able to write a Contention Sentence and understand what we need within it.
I am able to come up with my own template Introduction sentence structure for a Text I am studying.
Content
Introduction Basic Structure
Remember, the purpose of an Introduction is to: Introduce the background information relevant to the Prompt, before introducing your Contention and then your three Topic Sentences.
There is typically 5 (and up to 6) sentences in an Introduction. We can even cut it down to 3 to 4 sentences. It is better to use the 5 sentence introduction unless otherwise specified.
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Typically, unless the Topic itself has a character’s name in it, we NEVER mention character names in the Introduction of a Text Response essay, when we refer to the title, e.g. Frankenstein, we will normally underline it to show it’s the title rather than the character. Ensure that you don’t mention character names in an Introduction, it is a character-based topic.
The following example of a high-scoring response demonstrates the student's capacity to consider a previously unseen topic and develop a sustained and thoughtful response that addresses the question and presents an insightful reading of the text.
'This will pass. Everything passes.' Station Eleven offers the hope that civilisation will endure. Do you agree?
Although Emily St John Mandel's dystopic fiction may at first appear to be an indictment of the modern world, the novel ultimately serves as a celebration of humanity and the ability of the world to restore itself. Despite the difficult early years of the cataclysmic 'Georgia Flu', the destruction of the present world ushers in a new order in which the restoration of human connection, art and nature are in some ways able to create a world better than that of before.
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Different schools place varying levels of importance on an introduction. Most schools will admit that the contention is the most important aspect. After VCAA 2020, there was a shift to shorter, less significant but more dense Introductions in Text Response.
This is from the VCAA 2020 English Exam Report. A ‘high scoring two sentence introduction’, it was COVID-19 year, so probably lowered expectations a bit.
The structure is as follows:
Background Sentence: This is a sentence where you need to introduce the context, history and inspirations for why the author/director/poet/playwright decided to write or create this text. You need to slightly tailor it for the Theme of the topic as well (can memorise most of it). That, alongside the general writer of the text, and title of the text.
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Don’t judge a book by its cover (have a strong opening). Given that this IS your very first sentence, it needs to be really good. Memorised-level good.
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As soon as you start studying Text Response, you can show or ask me for assistance with a strong Background Sentence. I can provide some assistance.
1.5. Quote Sentence [Optional]: This sentence only exists for topics that have a Quote at the start of them. You will not need to write this sentence for topics that do not have a Quote in them. Quote-based topics are where this applies.
Contention Sentence: The simplest way to put this, is for most topics (Theme/Character), you will be both ‘agreeing with the topic’ and also ‘disagreeing’ with the topic. A simple concept to remember is, While … <agree with the topic>, there are <situations where you disagree with the topic>.
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Do NOT contradict yourself here. Don’t be a hypocrite. While women are strong, they are also weak, instead say, While women possess great strength when under significant duress or pressure, they tend to struggle in the film as men dominate duringday-to-day lives.
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We actually have this sentence to offer some of own insight and interpretation in terms of what the key words in the text mean.
Women being strong (IF YOU DON’T SHOW BOTH SIDES)
BP1: Is about how Woman 1 is strong at work
BP2: Is about how Woman 2 is strong at home
BP3: Is about how Woman 3 is strong at sports (see how your analysis becomes repetitive and character-driven [single character-driven] per BP?)
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Sometimes, your teacher might say to you that you’re missing a clear contention (or Contention Sentence). Just use the word ‘contends’ in your Contention Sentence.
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No matter if the Essay Topic says Discuss, Do you agree or to what extent do you agree? you need to remember you must agree and disagree. There is a slight wording change you will need to make to your Contention Sentence for topics that say ‘To what extent do you agree?’
Topic Sentence 1 [Optional]: Assuming you are following the
Introduction to Text Response Essay Structures, this would be your Cause Topic Sentence, a really broad summary of what you will be talking about and how it relates to the Essay Topic.
Topic Sentence 2 [Optional]: Assuming you are following the
Introduction to Text Response Essay Structures, this would be your Response Topic Sentence, a really broad summary of what you will be talking about and how it relates to the Essay Topic.
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Technically speaking, if you have already written an agree and disagree in your Contention Sentence, these two sentences are already covered.
Introduction to Text Response Essay Structures, this would be your Outcome Topic Sentence, a really broad summary of what you will be talking about and how it relates to the Essay Topic.
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Some teachers want a FINAL contention sentence as the last sentence. I have not included it here, but I have seen it. They may also call it a ‘views and values’ sentence. This would be at the very end, and kind of act as a ‘secondary Contention sentence’. Don’t ask me why, it just is.
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Note that you don’t need the Topic Sentence 1 and 2 all the time, it’s kind of covered by the Contention Sentence. Will still need Topic Sentence 3.
The Topic for the samples below: Ray Bradbury’s The Veldt explores the dangers of heavily relying on technology. Discuss.
Background Sentence
This is a memorised sentence that is about the historical/cultural and societal background of the Text, e.g. for The Veldt, it could be about the horrors of World War II and technology associated with it. You do need to introduce the author/director’s full name, the title and the date published and the genre.
The purpose of the Background Sentence is that it helps demonstrate your knowledge of the historical context behind a book/movie.
It is also mostly memorised, so you normally want an extremely well-crafted and flexible Background Sentence that fits most topics.
You must include historical context set in the time the text was written.
About ¾ of it should be memorised, and the last part should be adaptable to different topics.
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As a reminder, this is the very first sentence of your, it needs to stand out as much as possible. It needs to demonstrate a link between history and the Text itself.
A basic template: Amidst the chaos/upheaval of <historical information about what was happening during the time (can be about inside the book, or real life)>, <author full name>'s <literary period and genre of text> <title of text> (<year published>) discusses the idea of <theme from topic>.
Please note that you should be avoiding the phrase - Set against the backdrop to start with, or the word Backdrop or Set because they are way too overdone as a sentence starter for introductions. VCAA has made it absolutely clear they don’t want to see this anymore.
<historical information about what was happening during the time> - go onto Google, find the history of why the author wrote the text, or directed the film, was it gender roles, men dominance, war, family troubles.
<literary period> - is the past 1945, then it’s post-modern, if it’s before… then it’s different.
Here are some examples of how sophisticated background sentences (you will see how much historical context that you should include):
Recovering from the man-made modern disasters in the middle of the 21st century due to World War II and the previous Great Depression, Ray Bradbury’s …
Serving as a blatant critique of technology’s devastating nuclear and biological research following the Nuremberg Trials post-World War II, Ray Bradbury’s …
Quote Sentence
Remember, ONLY for topics with quotes in them, you can have a quote sentence.
Normally, you just mention a part of the quote from the topic itself, and reference which character (usually a character) says it, and how it links to the theme in the topic.
The reason why Quote-Based Topics are considered harder than a standard Theme-Based or Character-Based Topic, is because you need to know who said the Quote, why they said it, and where they said it.
In this sentence, you need to introduce those elements, the character who mentions it, what context in the Text itself was it mentioned for?
As <character name> declares <insert part of the quote> during <context>, it is apparent that <link to Theme of Topic as well>.
Aside from this sentence, you should NOT HAVE ANY OTHER QUOTES anywhere else in the Introduction.
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You will lose marks for not knowing who says the quote, or mentioning the wrong character.
Contention Sentence
This is your own opinion/take on the topic, you must both agree and disagree with the topic. Most teachers would agree this is the most important sentence of your Introduction.
As a reminder, you should not be mentioning character names in this sentence unless it specifically has characters names mentioned in the Topic itself, otherwise keep it more thematic and linked to the author.
You will normally incorporate both the ‘cause’ and ‘response’ ideas in this sentence.
The purpose of the Contention Sentence is that it helps quickly introduces your Cause and Response ideas. It is mostly written on the spot for different topics, but can be adapted from a basic structure!
A basic template: In it, while <author last name> initially highlights <the cause of the problem>, he/she proceeds to challenge the <problem in the topic> as individuals <respond to the problem in what way?>.
Another basic template: While … <agree with the topic>, there are <situations where you disagree with the topic>.
Here are some examples of how you could write the contention sentence and incorporate both the Cause and Response ideas.
In it, while Bradbury initially highlights how an excessive addiction to technology from a young age and a parental ignorance may result in a dangerous breakdown in family, he proceeds to challenge such dependence as individuals seek to remove their fixations on electronic systems.
In it, while Bradbury initially highlights how the dangers of technology manifest from a childhood addiction and a growing detachment from family nurture, he proceeds to challenge such dependence whereby individuals aim to reduce their reliance on mechanical simulations.
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When the topic says ‘To what extent do you agree?’, simply mention as part of your ‘agree’ section, to a lesser, minor, moderate, greater or major extent… E.g. women are able demonstrate their emotional endurance to a major extent when under significant duress and stress.
Topic Sentence 1
Normally for your Cause Body Paragraph.
Indeed, [author’s last name] highlights …
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As a reminder, we shouldn’t be mentioning character names in the Introduction at all unless the topic contains character’s names in it.
Topic Sentence 2
Normally for your Response Body Paragraph.
However, [author’s last name] depicts …
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As a reminder, we shouldn’t be mentioning character names in the Introduction at all unless the topic contains character’s names in it.
Topic Sentence 3
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As a reminder, we shouldn’t be mentioning character names in the Introduction at all unless the topic contains character’s names in it.
This sentence is pretty self-explanatory, do not overthink it as it will not be that hard to write!
All you have to do is just talk about the Outcome paragraph (third body paragraph).
Keep this short and simple! Please note, this should NOT be the same as your actual third body paragraph Outcome topic sentence, it should be similar, but not the same.
A basic template: Ultimately, despite the efforts of those aiming to undo the harms of technological addiction, <are they successful?>
Here are some examples of how you could write the third topic sentence.
Ultimately, despite the efforts of those aiming to undo the harms of technological addiction, Bradbury’s seemingly idyllic family falls apart as vengeance and a desire to avenge the machinery consumes the children at the cost of lives.
Ultimately, despite the efforts of those aiming to undo the harms of technological dependence, Bradbury concludes with little hope in preventing the rot of addiction from consuming the children and destroying the family.
Ultimately, despite the efforts of those who seek to undo the harms of technological reliance, the family suffers a chaotic demise with the violent tearing apart of a traditional child-parent relationship.
Sample Introductions
Rear Window - Alfred Hitchcock
Establishing a Foucauldian society based on discipline and punitive sanctions, Alfred Hitchcock’s ‘Rear Window’ (1954) provides commentary on the ethics and morals of the McCarthyist era. Whilst Hitchcock offers an in-depth exploration of the human psyche and experiences, the film itself exposes the damaging consequences of post-war expectations. Indeed, Hitchcock suggests there is an optimistic outcome for those who persist in their pursual of justice and romance. However, as an auteur, he implies regardless of one’s personal drive and ambition, in an oppressive patriarchal environment there will always be limiting restrictions when obtaining personal fulfillment and happiness. Ultimately, Hitchcock reflects on a society that exemplifies early success and marriage without consideration of the self-destruction imposed by those struggling under the societal expectations.
All the Light We Cannot See - Anthony Doerr
Against the “inexorable tides” of the Second World War, Anthony Doerr’s historical novel All The Light We Cannot See explores the visceral effects of war on individuals and the extent to which characters response to the grave conflict that alters their courses of life. The war challenges characters’ ideals and beliefs by posing dilemmas that force them to either maintain their moral integrity and altruism or exploit others to fulfil their avarice or destroy other people’s lives. Throughout the novel, Doerr also highlights the devastating and lasting consequences of World War Two and denounces the loss of life that he deems an “atrocity”.
We Have Always Lived in the Castle - Shirley Jackson
Anchored in the psychological suspense of a Red-Scare-swept society, Shirley Jackson’s novel We Have Always Lived in the Castle (1962) examines the tenuous reimagination of traditional roles and customs through the domesticated lens of a fragmented nuclear family. While the story delves into the depths of the Blackwood family's unsettling dynamics, it also highlights the resilience and adaptability of its members in the face of adversity. Ultimately, Jackson concludes with an exploration of inherent human desires for solace and connection, suggesting that despite the darkness clouding family ties, the shared struggles may foster an enduring, albeit disconcerting, form of unity.
Station Eleven - Emily St. John Mandel
Amidst a post-apocalyptic world ravaged by the fictional “Georgia Flu”, with a non-linear narrative structure which contrasts conventional technologies with rudimentary living, Emily St. John Mandel’s science fiction novel Station Eleven explores how success requires more than just survival and beauty is all around us. Depicting a post-epidemic North America that is virtually impossible to survive by oneself, Mandel highlights the necessity of beauty and truth in nature and performance as an inspiration for enduring, yet she realistically suggests that “so was Shakespeare” insufficient for survival alone, and succeeding post-Collapse requires violence and ruthlessness. Indeed, the beauty the decay and fall of civilisation inspires individuals to appreciate the past, and view the truth as more important than the lies of society. However, it is impossible to survive on music, art and relics alone, as most individuals are forced to confront their fears faced during the apocalypse to succeed. Ultimately, Mandel critiques our modern society that favours “iPhone zombies” who obsessed with success in being remembered, portraying how alive and free survivors are in a post-apocalyptic scenario where historical and natural beauty is truly appreciated.
Runaway - Alice Munro
Describing the harsh isolation of rural Canada, Alice Munro’s short story collection, Runaway, captures the importance of the past and how it influences the futures of individual lives, where characters are judged for their choices, and are forced to live with the consequences. While some individuals in Runaway can make their way out of difficult times, others are unable to escape the unfulfilling life that they once chose. Initially, female protagonists are vulnerable and reliant on their 'significant' other for financial and social stability, yet willingly give up families in pursuing new love As a result, Munro explores the idea of women being manipulated as they are abandoned by the men who simply see it as physical intimacy, leaving these female protagonists with a future dominated by despair and narrowing choices. Likewise, the characters who do eventually succeed in meeting social expectations and finding stable relationships, are still met with towering emotional barriers where they are unable to leave their spouses despite the toxic relationship. Munro presents the tragic loss and overwhelming pressure that these women have experienced, which ultimately shapes the future of their lives.
Background Sentence
Just a single background sentence.
When was this film made, what was happening during the time? What industries does this relate.
Sunset Boulevard - Billy Wilder (Film)
Topic: It is more important for characters to appear successful based on their genders than it is for them to actually be successful. Discuss.
Go on Google, type in Sunset Boulevard and work out what the background and history of the movie is.
