By the end of Year 12, most VCE English students know their texts well. They understand characters, themes, ideas and key moments. They can explain arguments, recognise persuasive techniques and describe writing choices. Yet despite this shared knowledge base, results vary dramatically. The reason lies not in what students know, but in how they exercise judgement under exam conditions.
VCAA English is a subject where decision-making is the primary discriminator.
Knowledge is assumed at the upper end
At the top end of the cohort, examiners assume knowledge. High-scoring responses do not earn marks for showing that the student has read the text or understood its surface meaning. They earn marks for how selectively and intelligently that understanding is used.
Students who attempt to demonstrate everything they know often dilute the effectiveness of their responses. Excess detail, unnecessary quotations or tangential ideas signal uncertainty rather than mastery.
Judgement is evident when a student chooses not to include something, because it does not serve the task.
Evidence selection reveals thinking quality
One of the clearest markers of judgement is evidence selection. Mid-range responses frequently include familiar or popular quotations, regardless of whether they are the most effective for the prompt. This suggests that the student is drawing from memory rather than responding analytically.
High-scoring responses select evidence that does precise work. Quotations are short, targeted and clearly linked to the contention. Examiners can see that the student has evaluated multiple possibilities and chosen the most relevant one.
This selectivity is not accidental. It reflects deliberate reasoning.
Knowing when to explain and when to move on
Another key aspect of judgement is proportionality. Some ideas require unpacking. Others require only brief reference. Students who struggle often explain everything at the same level, resulting in flat, repetitive writing.
Strong responses vary their depth of explanation. They linger where complexity demands it and move quickly where points are straightforward. This creates momentum and clarity.
Examiners consistently reward this sense of balance.
Judgement under time pressure matters more than polish
Under exam conditions, students must make rapid decisions. What will I argue. Which evidence best supports this. How much time can I afford here.
Students who rely on rehearsed material avoid these decisions, but at the cost of alignment. Students who trust their judgement engage directly with the task and adjust their writing as needed.
This is why some responses that are less polished in expression outperform more fluent ones. Control outweighs elegance.
Misjudgement is often subtle, not obvious
Most students who lose marks do not make glaring errors. They misjudge emphasis. They overextend an idea. They include a paragraph that does not clearly advance the argument. They respond to a version of the prompt rather than the exact wording.
These issues are difficult to detect without explicit training, which is why many capable students plateau.
Examiner’s Reports frequently refer to responses that are “competent but limited” or “sound but general”. These phrases point directly to judgement rather than knowledge gaps.
Judgement in Analysing Argument and Creating Texts
This principle extends beyond Text Response. In Analysing Argument, judgement determines which language features to analyse and which to leave aside. Listing every technique weakens analysis. Selecting the most persuasive features strengthens it.
In Creating Texts, judgement determines which stylistic choices to foreground in the reflection. Explaining everything leads to superficial commentary. Explaining the most consequential choices demonstrates insight.
Across the study, judgement shapes quality.
How students can develop better judgement
Judgement improves through practice that mimics assessment conditions. Writing to unseen prompts, planning under time pressure, and reviewing responses critically helps students recognise what actually advances an argument.
Comparing two responses to the same prompt and asking which is more effective, and why, is particularly valuable. This trains evaluative thinking.
Students also benefit from revisiting Examiner’s Reports with a focus on what is praised and what is capped.
An ATAR STAR perspective
At ATAR STAR, we work deliberately on judgement. For students who are already knowledgeable, this is often the missing piece. We help them refine selection, prioritisation and alignment so that their thinking is visible on the page.
For students who feel overwhelmed by content, developing judgement reduces pressure. They learn that they do not need to say everything, only the right things.
In VCE English, knowledge gets you started. Judgement determines how far you go.