Ask most VCE English students what planning looks like and they will describe jotting down a contention and a few quotes before launching into writing. The Study Design materials and VCAA examination transcripts suggest something far more deliberate. Planning is not a warm-up activity. It is the point at which most of the marks are won or lost.
Students who plan well do not necessarily write more. They write with direction.
Planning is where interpretation actually happens
In VCE English, interpretation does not begin when the pen hits the page. It begins when the student decides how to answer the question. Planning is the moment where the student determines what the prompt is asking, which ideas matter most, and how the response will be shaped.
The examination materials repeatedly emphasise responsiveness. That responsiveness is built in planning. Students who skip or rush this stage often default to familiar ideas, even when those ideas only partially address the task.
Strong planning produces responses that feel intentional rather than assembled.
Why weak planning leads to vague essays
One of the most common features of mid-range responses is drift. Paragraphs begin confidently but lose focus. Ideas overlap. The argument becomes circular.
This almost always traces back to planning. Without a clear sense of how each paragraph advances the contention, students write reactively. They respond to the last sentence they wrote rather than to the task itself.
Examiners can see this. Responses are described as “general”, “broad” or “sound but limited” because the thinking was never clearly structured.
Planning controls scope and prevents overwriting
The Study Design rewards selectivity. Students are not expected to cover everything. They are expected to choose wisely.
Effective planning involves deciding what not to include. When students identify their strongest two or three ideas and commit to developing them properly, their writing becomes more focused and persuasive.
Poor planning often leads to excessive quotation, unnecessary examples and rushed final paragraphs. This is not a time problem. It is a decision problem.
Planning looks different in each section of the exam
In Section A, planning involves deciding how the prompt frames the text and which aspects of the text best address that framing. It means mapping the progression of ideas across the response.
In Section B, planning involves clarifying purpose, audience and form before writing begins. Students who plan these elements explicitly produce more coherent and controlled writing.
In Section C, planning involves identifying contention, tracing key arguments and selecting the most persuasive language choices. Without this, analysis becomes descriptive and scattered.
Each section demands planning, but the nature of that planning changes.
Time spent planning is not time wasted
Many students avoid planning because it feels unproductive. They worry about running out of writing time. In practice, the opposite is true.
Students who plan effectively write faster and more confidently. They spend less time hesitating mid-paragraph or correcting course. Their responses are more even and complete.
Examiners consistently note that incomplete or rushed responses are a major source of mark loss. Strong planning mitigates this risk.
Planning reveals understanding under pressure
The exam is designed to test how students think under constraint. Planning is where that thinking is most visible. Students who can quickly interpret a prompt, select relevant ideas and organise them logically demonstrate genuine mastery.
This is why planning is such a powerful differentiator at the top end.
How students should practise planning
Students should practise planning under timed conditions, not just writing. Short planning drills, where the focus is on constructing a clear contention and paragraph structure, are highly effective.
Reviewing plans after writing and comparing them to the final response helps students see where control was lost or maintained.
Planning is a skill that improves with deliberate practice.
An ATAR STAR perspective
At ATAR STAR, we treat planning as a core examinable skill. We teach students how to plan efficiently, flexibly and in a way that directly aligns with assessment criteria.
For high-performing students, better planning sharpens precision. For students who struggle with confidence or coherence, it provides structure and clarity.
In VCE English, planning is not preparation for writing. It is the foundation of high-quality writing itself.