One of the most counterintuitive lessons in VCE English is that doing less, when done deliberately, often leads to higher marks. Many students assume that success lies in demonstrating as much knowledge as possible. Examiner’s Reports consistently show the opposite. High-scoring responses are restrained, selective and controlled.
Restraint is not about writing less. It is about choosing carefully.
Excess content obscures assessment
Examiners assess hundreds of scripts. When responses attempt to cover too much, key ideas become difficult to locate. Arguments blur. Explanations lose sharpness.
Mid-range responses often show breadth without depth. They include multiple ideas, quotations and references, but none are developed sufficiently to demonstrate insight.
High-scoring responses prioritise depth. They develop fewer ideas more thoroughly and in closer alignment with the task.
Selectivity signals confidence
Restraint signals confidence. Students who trust their judgement are comfortable selecting the most relevant ideas and discarding the rest.
Examiners recognise this. A response that includes only what is necessary reads as controlled and intentional. A response that includes everything reads as uncertain.
This distinction is subtle but powerful in marking.
Over-quotation is a common symptom of excess
One of the most frequent issues noted in Examiner’s Reports is overuse of quotations. Students include long or multiple quotations where a short phrase would suffice.
Quotations are evidence, not analysis. They should support explanation, not replace it. High-scoring responses integrate brief, precise quotations and spend more time explaining their significance.
This economy strengthens analysis.
The same principle applies to language analysis
In Analysing Argument, students often attempt to identify every persuasive technique. This dilutes the effectiveness of the response.
Examiners reward analysis of the most persuasive features, explained in relation to audience and purpose. Listing techniques without prioritisation limits marks.
Restraint allows analysis to be meaningful.
In Creating Texts, restraint clarifies intention
Creative writing that attempts too many ideas or stylistic devices often lacks coherence. Examiner’s feedback shows that focused pieces with clear purpose tend to score higher.
The same applies to reflection. Explaining a few key decisions thoroughly is more effective than listing many superficially.
Time pressure amplifies the need for restraint
Under exam conditions, excess content often leads to time mismanagement. Students who write too much early rush later sections, compromising quality.
High-performing students manage time by limiting scope and sustaining control throughout.
Developing restraint as a skill
Restraint can be practised. Students should experiment with writing fewer paragraphs but developing them more fully. They should practise cutting unnecessary sentences and tightening explanations.
Reviewing responses with the question “what could I remove without losing meaning” is a powerful exercise.
An ATAR STAR perspective
At ATAR STAR, we teach students that restraint is a strategic choice. For high-achieving students, learning to cut back often unlocks top-end performance. For struggling students, restraint reduces overwhelm and improves clarity.
In VCE English, more words do not mean more marks. Better choices do.