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The Center for Cartoon Studies

Teaching comics.

This page both archives teaching content from National Association of Comics Art Educators, along with dozens of additional teaching comics resources for all ages developed by The Center for Cartoon Studies community.  In recent years the comics medium has flourished, generating much interest from the literary, art, and educational communities. This site will continue to expand with more content as it is developed. Recommended grades, along with Common Core subjects are noted on several resources.

For more information or suggestions, contact [email protected]

Teaching Resources

• Individual Exercises • Complete Lesson Plans • Study Guides and Handouts • Complete Syllabi • Books and Magazines

• Individual Exercises

This section contains a list of short exercises. This material has been contributed by various cartoonists and educators. All items are available in printer-friendly adobe .PDF format.

• The Wrong Planet: Timing, Closure and Editing contributed by Paul Hluchan • Design Vs. Drawing contributed by James Sturm • It’s Easy as Changing the Film contributed by Patrick Welch • Editing contributed by James Sturm • Show Time Passing contributed anonymously • Basic Storytelling… Lights, Camera, Action! contributed by Patrick Welch • Intro to Lettering contributed anonymously • Intro to Inking contributed anonymously • Describing the Complex World contributed by Patrick Welch • Silent Gag Cartoon Exercise contributed anonymously • Poetry and Comics contributed by James Sturm • Comic Strip: Character/Place/Situation contributed anonymously • The Irony of Humor contributed anonymously • Autobiography Do’s and Don’ts contributed anonymously • Think Before You Ink contributed by James Sturm • Scenes as Building Blocks contributed by Tom Hart • 20 Questions for Characters contributed anonymously • Intro to Caricature contributed anonymously • Character Exploration Initial Writing Exercises contributed by Tom Hart • Form and Chaos contributed anonymously • A Definition of Comics contributed by James Sturm • Closure Exercise contributed anonymously [ closure_handout ] • Expressive Lettering and Balloons contributed anonymously [ lettering_template ] • Iconographic Language in Comics contributed anonymously • Cartoon Characters Doodled from Memory contributed by Ivan Brunetti • Practicing Text-Image Relationships contributed by Christian Hill

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Complete Lesson Plans

This section contains a list of lesson plans. This material has been contributed by various cartoonists and educators. All items are available in printer-friendly adobe .PDF format.  Each lesson plan has, listed after its title, a grade range for which the exercise is most appropriate. Many lesson plans, though, can be modified to suit older or younger classes as needed.

• Little Orphane Annie: Leapin’ Through the Depression contributed by Joanna Boyd Richards [ sample Annie strips .pdf 2.4MB]
• Teaching Literary Devices with Comics contributed by Nancy Frey and Doug Fisher [ sample narrative .pdf 2MB]
• The Serious Business of Graphic Novels contributed by A. David Lewis [ slideshow .ppt 8.5MB]
• Creating and Self-Publishing Your Minicomics contributed by Mac McCool
• Study Guides and Handouts

This section contains study guides which are geared toward English/literature classes as well as a studio environment. Also available here are handouts useful for class discussion. Several of the study guides contain reading questions designed to facilitate the teaching of prominent comics works.  All items are available in printer-friendly adobe .PDF format.

Study Guides: • The Complete Peanuts Volume I by Charles M. Schulz contributed by Art Baxter • Buddy in Seattle by Peter Bagge contributed by Ben Towle • Above and Below by James Sturm contributed anonymously • Locas: The Maggie and Hopey Stories by Jaime Hernandez contributed by Art Baxter • Jimbo in Purgatory by Gary Panter contributed by Joel Priddy • You Can’t Get There From Here by Jason contributed by Christian Hill • Flies on the Ceiling by Los Bros Hernandez contributed by Rocco Versaci • My Troubles with Women by Robert Crumb contributed by Rocco Versaci • Ghost World by Dan Clowes contributed by Rocco Versaci • Daddy’s Girl by Debbie Drechsler contributed by Rocco Versaci • Sandman: Fables and Reflections by Neil Gaiman contributed by Rocco Versaci • Palestine by Joe Sacco contributed by Rocco Versaci • Watchmen by Alan Moore and Dave Gibbon contributed by Rocco Versaci • Maus by Art Spiegleman contributed anonymously

Handouts: • The Creation of a Page contributed by Tom Hart • Three-Act Story Structure contributed anonymously • Women in Comics: An Introductory Guide contributed by Trina Robbins • Critique Talking Points contributed anonymously • Usagi Yojimbo: Step by Step contributed by Stan Sakai • Mix and Match Rows: Comics Handouts for Younger Students contributed by Ben Towle • Comics Terminology contributed anonymously • How To Read Nancy contributed by Mark Newgarden and Paul Karasik

• Complete Syllabi

In this section you will find a number of complete course syllabi, most if which are intended for teaching at the undergraduate level. The syllabi are divided into sections for studio classes and non-studio classes and have been contributed by instructors from institutions such as Yale, The Savannah College of Art and Design, The University of Florida, and The Massachusetts Institute of Technology, as well as others.

• Comics As Literature contributed by Rocco Versaci
• Comics and Animation contributed anonymously
• Comics in American Culture contributed by Professor Touponce
• Media in Cultural Context: Comics, Cartoons and Graphic Storytelling contributed anonymously
• Survey of Sequential Art contributed anonymously
• Writing About Comics contributed anonymously
• Writing Scripts for Comics contributed by Mark Kneece
• Introduction to Comics Art: Gateway to Visual Storytelling contributed anonymously
• Reading Comics as Literature contributed by Isaac Cates
• Studies in Literature and Culture: The Graphic Novel contributed anonymously
• Comics Studio Class contributed anonymously
• Explore Chicago: The Art of Chris Ware contributed anonymously
• An Aesthetic History of Comics contributed by Dan Nadel
• History of Comic-Book Art contributed by Andrei Molotiu
• Image, Text, and Story: An Exploration of Graphic Novels contributed by Rachel Williams
• Books and Magazines

The reference material here consists of books and magazines which may be useful to educators teaching classes in comics or cartooning. Most of the items listed are instructional in nature, but a few are critical or analytical texts relating to the cartooing artform; Scott McCloud’s Understanding Comics is probably the most well known of these. Several items listed are currently out of print, but reasonably priced copies can usually be located via bookfinder.com .

The Arbor House Book of Cartooning by Mort Greenberg ISBN 0-87795-399-6 New Yorker cartoonist Greenberg shares his knowledge in this comprehensive volume. There seem to be thousands of these “how-to cartoon” books. This (along with Polly Keener’s book) is one of the better ones.

The Art of Comic Book Inkin g by Gary Martin ASIN: 1569712581 Pretty good introduction to inking tools and concepts. Especially good at identifying methods of implying shade and weight on a human figure. A number of variations on the same pencils by differing comic book inking pros offer a good look at many ways a page can be successfully inked.

The Art of Dramatic Writing by Lajos Egri ISBN: 0-671-21332-6 A seminal 20th century book on playwriting, and the introduction to the “dramatic statement” inherent in any play. The book is very instructive in looking at the elements of your story and examining which are contributing to the greater theme, and which are not. Like David Mamet’s book, it has little room for other opinions of how drama is constructed but certainly presents its own thesis clearly and completely.

Cartooning by Polly Keener ISBN: 0131179128 Although geared towards gag cartooning and comic strips, this book offers a great deal of information from generating ideas to tools and techniques. Covers a lot of the same ground as The Arbor House Book .

Comics and Sequential Art by Will Eisner ISBN: 0961472812 Taken from Amazon.com reader reviews: “Written years before Scott McCloud’s “Understanding Comics,” Will Eisner expounds upon how comics are a visual, reading experience using both words and pictures. He instructs the reader in how words and pictures can be used together to tell a story. The author must lead the reader with visual clues to each sequential image. Mood, emotion, even time can be expressed visually in a comic. Camera angles, panel borders, typefaces, all play a part in the effectiveness of a story.”

Comix 2000 by L’ Association Editors Essential cross section (2000 pages) of silent comics from across the globe. Countless examples of innovative silent storytelling.

The DC Comics Guide to Pencilling Comics by Klaus Janson ISBN: 0-8230-1028-7 Klaus Janson’s book is a distillation of all his techniques and theories. A great book divided into 3 parts: drawing, storytelling and pencilling. Drawing focuses mostly on human anatomy. In Storytelling, he discusses the art of panel juxtaposition, including a nuanced look at juxtaposing unrelated images. He also offers an extensive and detailed look at panel arrangement, including composition both on the page and within the panel. The pencilling section offers a look at Janson’s process on an entire short story, from script to finishes. Overall intelligent, humble, and masterful.

Drawing Comics Lab: 52 Exercises on Characters, Panels, Storytelling, Publishing & Professional Practices (Lab Series) ISBN: 9781592538126 This easy-to-follow book is designed for the beginning or aspiring cartoonist; both children and adults will find the techniques to be engaging and highly accessible.Featured artists include:- James Stu

DRAW! Magazine Quarterly , published by: TwoMorrows Publishing PO Box 2129 Upper Darby, PA 19082 This weighty magazine features numerous useful columns each issue. Past columns have included an extensive look at inking by Klaus Janson, a look at character design by Genndy Tartakovsky (creator of Cartoon Network’s Samauri Jack ), an article on observation and set design by Batman set designer Paul Rivoche, and figure drawing by Brett Blevins.

Graphic Storytelling by Will Eisner ISBN: 0961472820 From the publisher: “A companion to Comics & Sequential Art , this book takes the principles examined in that title and applies them to the process of graphic storytelling. Eisner shows comic artists, filmmakers and graphic designers how to craft stories in a visual medium. They’ll also learn why mastering the basics of storytelling is far more important than the hollow flash and dazzle seen in lesser work. Readers will learn everything from the fine points of graphic storytelling to the big picture of the comics medium, including how to: * Use art that enhances your story, rather than obscuring it * Wield images like narrative tools * Write and illustrate effective dialogue * Develop ideas that can be turned into dynamic stories. These lessons and more are illustrated with storytelling samples from Eisner himself along with other comic book favorites, including Art Spiegelman, Robert Crumb, Milton Caniff and Al Capp. “

The Hero with a Thousand Faces by Joseph Campbell ISBN: 0691017840 Seminal and definitive look at world mythology and the “shared stories” therein. From African mythology, to Norse, to American Indian, the elements of myths are often similar. Campbell outlines these and as such, furthers Jung’s mapping of humanity’s unconscious hopes, desires and fears.

On Directing Film by David Mamet ISBN: 0140127224 There is no better description (told in essay form and also transcribed dialogues with his students) of how to proceed from an idea to a no-nonsense visual, dramatic rendition of that idea. The book is a perfect expression of its goal to outline the thinking steps involved in planning out a scene or series of scenes. For Mamet, all the expression lies in the script and in the SHOT LIST. Even his use of actors (as people who just get up, hit their marks and say their lines and shut up) is extreme. Nonetheless, he is completely self-assured of his points of view, and in learning his method of outlining a scene before beginning the filming or drawing, I can’t imagine a better explanation.

Perspective for Comic Book Artists by David Chelsea ISBN 0-8230-0567-4 Both an introduction and comprehensive course in perspective tailored specifically for Comic Book artists (and told in comics form.) People who don’t know perspective will finally learn what they’ve been doing right. Even those that think they know perspective will probably walk away with their heads spinning and full of new insights. Exhaustive and somewhat confusing if you don’t want to do the math.

Smithsonian Collection of Newspaper Comics by Bill Blackbeard ISBN 0-87474-172-6 Essential introduction to the comic strips of the early 20th century.

Story by Robert McKee ISBN 0-06-039168-5 One of the world’s premiere screenwriting teachers dissects and defines the elements of a story. Sort of the Understanding Comics for screenwriters.

Syllabus by Lynda Barry ISBN 1-77046-161-2 Barry teaches a method of writing that focuses on the relationship between the hand, the brain, and spontaneous images, both written and visual. It has been embraced by people across North America—prison inmates, postal workers, university students, high-school teachers, and hairdressers—for opening pathways to creativity.

Wishes, Lies, and Dreams: Teaching Children to Write Poetry by Kenneth Koch ISBN 0-05-080530-7 A classic in its field, this book is a vivid account of a poet’s experience teaching Manhattan schoolchildren to write verse. The book provides great ideas for creating assignments that excite students and get the creative juices flowing.

The Writer’s Journey: Dramatic Structure for Storytellers by Christopher Volger ISBN: 0941188701 Overview of Joseph Campbell’s “Hero’s Journey” ideas and their use in Hollywood storytelling. Though simplistic, it is surprisingly useful if used correctly, meaning not as formulae, but as dramatic tools. Outlines a series of 12 steps in many stories — exemplified by Wizard of Oz but also evident in Titanic and surprisingly, even Tarantino’s Pulp Fiction. All in all a good job of cracking open the traditional story structure and peeking inside.

Writing Down the Bones by Natalie Goldberg ISBN 0-87773-375-9 Lots of exercises to get writers going. Exercises, like the Kenneth Koch book, can be easily translated for a comic artist.

The Writing Life by Annie Dillard ISBN 0-06-016156-6 A great writer writing about the creative process. Dillard offers bits of technical information but more importantly she lays out a realistic perspective on the trials and challenges of making art and the dedication needed to persevere.

Understanding Comics by Scott McCloud ISBN: 006097625X Comprehensive examination of the mechanics of the art form; from mapping of iconographic imagery to an new nomenclature for transitions between comic panels (and a mapping of those as well.) Great overview and introduction to the intellectual tools involved in creating comics.

Your Career in Comics by Lee Nordling ISBN 0-8362-0748-3 If you want to make it as a comic strip artist, then this is the book for you. Nording looks at cartooning from three perspectives: the cartoonist’s, the newspaper editor’s, and the syndicate editor’s. He interviews dozens of professionals providing both a broad-based view of the art form and the nitty gritty of fashioning a solid comic strip.

• Promoting a Comics Curriculum

One of the primary the goals of NACAE was to assist educational institutions and individual educators interested in establishing a comics art curriculum.  The materials below are collected from various sources and outline some of the advantages of implementing sequential art/comics art classes and curricula.

• A Case For Comics contributed by James Sturm
• Seika University’s Department of Comic Art contributed by Matt Thorn
• How Comic Books Can Change the Way Our Students See Literature: One Teacher’s Perspective contributed by Rocco Versaci
• Comics in the Classroom contributed by James Sturm
• Interview with Michael Bitz of The Comic Book Project contributed by Christian Hill

Using These Materials

Q: How am I allowed to use the material on this page?

A: Unless otherwise noted, materials on this page are free to use, reproduce, and distribute as long as they are being used for non-commercial educational purposes. Please follow these guidelines when using these materials:

• You may not use any materials contained on this site for commercial purposes
• You must attribute the work as described below
• If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one.
• To properly attribute content copied, distributed or displayed from this site, include the following information: Copyright © [name of originating author] via NACAE

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FREE COMICS

Cartooning in an anxious age.

Cartooning In An Anxious Age (pdf) is a free comic by Cara Bean on the act of drawing, which focuses your attention and intimately connects you with the generative act of creation. It’s an inspiring read.

Let's Talk About It: A Graphic Guide to Mental Health

Created for middle and high school students, Let’s Talk About It: A Graphic Guide To Mental Health is a lively and educational comic book that destigmatizes the conversation around mental health.

A 32-page comic on how our government works

Using the power of comics to teach teens about the way our government works This Is What Democracy Looks Like, A Graphic Guide To Governance is a 32-page comic book created by The Center for Cartoon Studies (CCS). This short comic guide helps to bring democracy back to the hands of the people by explaining what democracy actually means and how the whole thing works. This guide will be a great jumping-off point to learn about our government.

• Lesson Plans

THE APPLIED CARTOONING MANIFESTO

Download a free copy of The World is Made of Cheese, The Applied Cartooning Manifesto.

© The Center for Cartoon Studies PO BOX 125, White River Junction, Vermont 05001 [email protected] 802.295.3319

Top 5 English Cartoons To Improve Your English

Want to improve your English language but without the stress of learning? Have a look at our list of English cartoons for beginners and advanced speakers!

Samuel Bonne

Did you know that cartoons aren't just for making children laugh and entertaining them but they are also targeted to adults? Shocker right!

Since we watched children's cartoons since little, now as adults, we may see how ridiculous they were. Maybe you prefer watching movies to help you understand different English accents , but don't refuse cartoons yet!

While most of the cartoons produced are geared toward children, this is not an unbreakable rule. Do you know of cartoons like Futurama and The Simpsons ? They all use this aesthetic to showcase characters that are a little more mature in a lighthearted and humorous way.

Cartoons can provide you with all that and much more, whether you want fascinating stuff, loads of action, or something more mature. In this article, we look at how cartoon shows help improve your English. We also offer some recommendations if you are beginning, intermediate, or advanced. Let's get started!

Why Cartoons Can Help You Learn English

So, you have heeded our information above and decided to watch a kid's show to practice your English. What an excellent idea! Here is why: Cartoon voice performers speak clearly. That indicates that they say enough for everyone to understand.

You can learn from native conversations and expressions because social interactions are a common theme in children's cartoons. These cartoons use easy terms for beginners to grasp while also including many new, complex words for more experienced learners.

When viewing a program for extremely young children, you should be aware that it frequently repeats phrases, words, and even entire sentences. They often last for 20 minutes or less. Sometimes an episode is divided into two parts, each lasting 10 minutes.

There are animated series created exclusively to help you learn new phrases and words. If you're seeking a fun approach to study, cartoons are ideal for you!

Using Subtitles Can Help You Read English

Does watching English-language movies with subtitles make learning the language more efficient? Or are subtitles only crucial at a particular stage of learning English?

When you are a novice or lower intermediate, subtitles are most helpful. Why is this so?

At beginner levels, using English subtitles may be a huge help, but as you progress, its value decreases. The notion is that you must challenge yourself to improve.

The " zone of proximal development " is a psychological notion we apply to learn. It is believed that learning occurs best if what you are doing is just a little bit challenging—but not too hard.

You won't learn much if your assignment is too tricky, as you may give up. However, you won't learn anything if it's too simple. The sweet region in the middle is where effective learning takes place.

Subtitles can be thought of in that way. If viewing a film in English with no subtitles is too challenging, adding subtitles can help it return to the point where learning is most successful.

However, if utilizing subtitles is too simple, it will once more stray from the norm. At that moment, removing the subtitles will help you learn more. So, let's look at how subtitles can help you learn English.

Benefits Of Using English Subtitles To Learn English

It turns out that using English subtitles when learning English has some real advantages. We have discussed two benefits down below. Do have a look.

1. Language Benefits

According to several studies, captions can be valuable for language learning and skill development.

When learning a language, there is a stage where we educate our brains to "match" how a word looks with how it sounds. This is a crucial stage since it enables us to cultivate the appropriate linguistic "voice" in our minds.

It assists us in deciphering word pronunciation and determining the boundary between words. Practicing your eye-ear coordination while listening to audio with subtitles can be beneficial.

These advantages are available whether you're reading transcripts while listening to a podcast , watching a movie with English subtitles, or even reading an audiobook while listening.

2. Enjoyment Benefits

Another thing to consider is whether you can follow the story in the film or television show without subtitles and if that irks you.

This is why my roommate's family friend mastered Portuguese via soap operas with subtitles. She did enjoy them sufficiently that she continued to do so even when she couldn't fully understand what was being said. She would also closely observe them. That exposed her to a ton of language. She devoted so much time immersed in Portuguese that she eventually learned it.

You probably like visiting friends and family or going on long walks on the beach on weekends. Well, how about adding watching cartoons to your list of things to do over the weekend? Trust me, you'll not only laugh and have fun, but you'll also learn by improving your English. Check out these top 5 starter packs!

1. Word Party

Word Party stays true to its name and aims to introduce new terms to young viewers. In the first episode, the trio (Kip, Bailey, Lulu, and Franny) investigate the unexpected arrival of some furniture. Remember that this animation is for younger children; mature viewers may find it silly.

How To Learn From It

If you can comprehend less than 50 percent of the characters' words, focus on how they behave and feel. Is anyone feeling depressed, enraged, or hungry? Try to understand why the character is acting in that manner, and pay close attention to the words they use to communicate.

2. Dora, The Explorer

Dora is an excellent animation for English learners since she requests feedback and waits for it. Nothing seems hurried or unclear, which is another plus. The audience is never lost since there are ample breaks between each character's sentences. The plot develops gradually and you can easily understand the story line.

You may even pick up some Spanish terminology by listening to recordings in the original tongue.

Use it effectively by repeating whatever the character says during conversation gaps. Answer Dora's inquiries, even if it makes you seem dumb.

3. Peppa Pig

British English is used in the original Peppa Pig episodes, which is excellent for anybody wanting to learn the language and adjust to the changes between American and British English pronunciation and spelling.

Pay close attention to each individual's actions, particularly those they take throughout a typical day. Consider how the character organizes their statement, mainly how they employ verbs and nouns.

Intermediate:

4. avatar, the last airbender.

If you like anime, you will undoubtedly enjoy this animation, provided you haven't already watched it. The Last Airbender combines hilarious combat scenes, massive battles, and a hint of romance.

Pay attention to how the characters speak and how they each employ a distinct tone and timbre. Despite having a distinctive sound, each voice actor generally speaks coherently. Because of this, it's wise to solely use the English subtitles while watching, or even take a risk and turn them off entirely.

5. SpongeBob SquarePants

Since it is intended for somewhat older children, SpongeBob features more complex jokes, a more comprehensive range of vocabulary terms, and conversations that go from loud to quiet in an instant.

SpongeBob SquarePants characters speak as real people do, so pay close attention to this. For instance, the characters omit terms from their speech, including contractions of phrases like "gonna," "wanna," "watcha," and many more.

In animations targeted for young children the characters would usually use "going to," "want to," and "what are you." This demonstrates how formal and casual speech differ.

You might not fully understand what they say because they sometimes babble confusingly. Keep in mind that subtitles are available to assist you at all times!

Cartoons Are The Way To Go

Picking up a new language shouldn't be tedious or uninteresting. Many enjoyable ways to study English don't compromise the value of fresh learning opportunities. I hope viewing and understanding the programs on the above list will be a terrific experience for you.

If you want to take your French skills to the next level, you should focus on stepping up the ante for advanced and intermediate students. However, we're already warning you that lessons at a higher level won't be as simple.

It is better to consider hiring a tutor if you believe you are struggling with a subject. To choose the ideal instructor for their budget and needs, students can use virtual education platforms like Speehling . They are perfect if you want to improve on your pronounciation and sound like a native!

Speechling is a nonprofit app and website that combines human coaching with technology to improve your foreign language speaking.

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10 Things To Look For In Cartoons

January 5, 2011

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Go ahead and tilt your mobile the right way (portrait). the kool kids don't use landscape....

The use of cartoons alongside articles has become more and more popular for School Accessed Courseworks (SACs) and end of year English exam. At first glance and even the second glance, cartoons may not always appear to contain great amounts of information for students to analyse. However, when students know what to look for, it can be a vital jump-start for an insightful cartoon analysis. After all, there is a reason why teachers and examiners choose to use cartoons. It is crucial that students develop a strong ability to analyse cartoons with or without written articles. For a detailed guide on Language Analysis including how to prepare for your SAC and exam, check out our Ultimate Guide to VCE Language Analysis .

While there are many resources helping students gain skills in analysing written articles, few are specifically focused on cartoons. Below are 10 things you should look for in cartoons. These are common techniques used by illustrators and are a fantastic starting point in cartoon analysis.

In coloured cartoons, there are myriad of things you can look for. Ask yourself these questions:

• What colours did the illustrator use?
• What colours are used most? Least?
• Is there a repetition of colours?
• Is there only one colour?

Colours can be separated into two groups –  warm colours  and  cool colours . Warm colours including red, orange and yellow may be used to evoke feelings of comfort and warmth. It can also be used to express anger and embarrassment. Meanwhile, cool colours including blue, green and purple may represent calm and tranquility. Otherwise it can mean sadness and misery.

Remember that a group of colours can represent an overall meaning:

• Red, blue and white – can represent Australian flag and symbolises patriotism.
• Red, orange, and dark brown – can represent earth and nature.

While analysing colourful cartoons, also consider that many cartoons are black and white. Although these cartoons lack colour, illustrators use other methods to create meaning.

• What shading is used? – heavy shading can mean power and solidity; light shading can indicate frailty and insignificance.
• What textures/patterns are used? – smooth or rough.
• What shapes are there?

Remember that no cartoons are simply just ‘black and white.’

For example:

Analysis:  The monochromatic national broadband laid across mountains and kilometers just to serve one shack may represent a sombre plan that is pointless for Australian citizens.

Size is an important element in cartoons and one that is often quite obvious. Investigate:

• Is anything disproportioned?
• Exaggerated? Under-exaggerated?
• What is large and what is small?

Analysis:  The oversized ‘WikiLake’ appears to be irrepressible and too overwhelming for any of the three politicians from preventing another information release.

Background:  Wikileaks exposes information about Hilary Clinton and Kevin Rudd and Julia Gillard’s subsequent condemnation of the website.

3. Labelling

• What is labeled?
• What do the labels say?
• Do the labels tell us the situation? Person? Time change?

Background:  In the aftermath of the 2011 Queensland floods, many will be seeking insurance for home and business damages.

Analysis:  The label ‘Grin Insurance’ is satirical in that one would expect a customer to be ‘grinning’ to have their insurance. However, the insurance policy only ‘covers [them] against small ‘f’ flood’, not the ‘capital ‘F’ Flood’ they have just experienced, leaving them with no insurance and little to ‘grin’ about.

4. Speech bubbles

• Who is speaking?
• What are they saying?
• Is it a conversation?

Background:  Cows contribute to greenhouse gases via flatuence of methane gas.

Analysis:  The irony of a cow stating that he is a ‘climate change septic’ when his own release of methane gas is a significant cause in growing greenhouse gases.

A symbol is something that represents or stands for something else, usually an idea. They are commonly found throughout daily lives such as the cross for Christinity or the Red Cross for the organisation that helps victims of war or natural disasters. Sometimes symbols may be as obvious as those mentioned above, yet other times may be more subtle in their meaning.

• What symbols are incorporated?
• Why are particular symbols used?
• Is it a well-known symbol?
• Is the symbol’s meaning clear and identifiable? Or is it vague and can have multiple interpretations?

Background:  Ted Baillieu, opposition leader against John Brumby in 2010 Victorian state elections.

Analysis:  The representation of Baillieu as an iceberg indicates that he is a powerful force preventing the Labor Party from moving forwards and winning the 2010 state elections. The cartoon symbolises the famous movie, Titanic, and indicates that the Labor Party is bound to ‘sink’ against Baillieu and fail to ‘move forward’ to a victory.

The focus of a cartoon can indicate the main issue or situation.

• What is in focus?
• What is in the foreground and background?

Background:  Wikileaks obtaining information about politicians.

Analysis:  While a gigantic fly labeled ‘Wikileaks’ is the main focus of the cartoon, it is humorous in that it succeeds in surreptitiously listening in on Kevin Rudd and Hilary Clinton’s unsuspecting private conversation.

Angles often provide readers an indication of the status of particular people or things. If the angle is sloping down, then it creates an image of a smaller person or item. This indicates weakness, inferiority and powerlessness. An angle sloping up towards a person or item provides it with power, superiority and authority. A straight-on angle can represent equality.

• Is the angle sloping up?
• Is the angle sloping down?
• Is it straight on?
• From behind? Front on?
• On top or below?

Background:  Banks and Power Companies are two sectors important to Australian society.

Analysis:  The angle tilted up towards the Bank and Power Company demonstrates that they are domineering, powerful and authoritative.

The tone of a cartoon can indicate the illustrator’s attitude and stance towards the issue.

Common cartoon tones VCE Study Guide’s 195 Tones Vocabulary .

Background:  The North Koreans are well known for their possession of nuclear weapons.

Analysis:  Although North Korea has made significant technological advances with their nuclear weapons, it is ironic that their other tools of war remain underdeveloped, perhaps since the Middle Ages as the catapult implies.

9. Facial Expression

Facial expressions are key to the character’s thoughts, feelings and emotions.

• What facial expressions are used?
• Do they change (sequential cartoons)?
• How do expressions compare to another’s expression?
• Is it an expression we expect?

Background:  Prince William introducing Kate Middleton to his royal family.

Analysis:  While Prince William appears to be proud and excited to introduce Kate to his family, his fiancé’s expression demonstrates that perhaps she may be apprehensive about the event.

10. Context

The context of a cartoon is important. Most of the time, cartoons are attached to articles and usually draw upon a point contended by the writer of the article.

• Does the cartoon support or oppose the article? 
• Is it relevant or irrelevant? 
• Does it focus on the past, present or future? 
• Which aspect of the article does it relate to?
• Does it add further information?

However, there are times when you will have to analyse a cartoon alone, where it is not accompanying an article. In this case you will have to understand the background, the situation and the issue that is represented.

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• Learn LSG's unique SIMPLICITY and SPECIFICITY strategy which has helped hundreds of students achieve A+
• Includes annotated sample A+ essays (including responses to past VCAA exams)
• Learn how to analyse single articles and visuals , and comparative analysis (analysing 2 or 3 articles/visuals together)
• Different types of essay structures broken down so you understand what to do and what not to do with confidence

Wondering what VCAA examiners might be looking for in a high-scoring essay? Each year, the VCE EAL Examination Reports shed light on some of the features that examiners are looking for in  high-scoring responses for the Listening and Language Analysis sections of the EAL exams. Let's go through 5 key points from the reports so that you know how to achieve a 10/10 yourself.

For advice on how you can apply the VCE EAL Examination Reports to strengthen your skills in the listening section, see Tips on EAL Listening .

Tip #1 Analyse How the Overall Argument Was Structured 

Let’s take the 2017 VCAA EAL Examination Report as an example: 

‘The highest-scoring responses analysed argument use and language in an integrated way. Some responses used a comparative approach that analysed arguments and counter arguments from both texts in the same paragraph. However, only comparatively few responses focused on how the overall argument was structured .’

So how do we write about/analyse ‘how the overall argument was structured’? 

To save time during the exam, we can adopt templates that can help us transfer our thoughts into words in a fast and efficient way.  You can construct your own templates, and you may want to have various templates for various scenarios or essays. Below, I have provided a sample template and I’ll show you how you can use this template in your own essays.

Sample Template

(AUTHOR)’s manner of argument is proposed in real earnest in an attempt to convince the readers of the validity of his/her proposal of...by first…and then supplying solutions to...(DIFFICULTIES), thus structuring it in a logical and systematic way.

The above template ONLY applies to opinion pieces that satisfy these 2 rules:

• The opinion piece commences by presenting the ‘bad effect/consequence/situation’ of the topic 
• The opinion piece supplies the solution to resolve the ‘bad effect/consequence/situation’ of the topic 

For example, say the author, John White, contends that plastic bags should be banned and does so by:

• commencing the piece with the fact that plastic bags can travel long distances by wind and water. They litter our landscapes, float around in waterways, and can eventually end up in the oceans, ultimately polluting the ocean and posing a threat to marine animals
• then supplies solution to ban plastic bags 

When we use our template here, the intro may look like this - note that I’ve bolded the ‘template’ parts so you can clearly see how the template has been used:

John White’s manner of argument, proposed in real earnest in an effect to convince the readers of the validity of his proposal of banning plastic bags by first exposing the deleterious nature of these bags to our environment and natural habitat and then supplying solutions to ban plastic bags, putting it in effect in a logical and systematic way.

Head to Introductions for EAL Language Analysis for more templates and guidance on how to nail your Language Analysis Introduction. 

Tip #2 Keep the Listening Answer Succinct 

The 2019 VCAA EAL Examination Report states: 

‘Students are encouraged to use the key words in the questions as a focus for their listening...Short-answer questions require concise and precise answers. Responses that demonstrated understanding provided what was asked for without including extraneous information .’

Some students tend to add unnecessary information in their answers. Although the answers are correct, they will NOT earn you any extra marks. Listening answers should NOT be a mini essay. Writing irrelevant information will not only waste time but may also compromise the accuracy and overall expression of your response. 

Tip #3 Practice Makes Perfect

The examination reports frequently point out that students struggle with identifying and describing the tone and delivery. For example, the 2017 VCAA EAL Examination Report states:

‘Identifying tone and delivery is challenging for students and emphasis on this is needed...Students are encouraged to use the key words in the questions as a focus for their listening’. 

The good news is, just like most skills, listening and identifying the tone can both be improved with practice. In fact, VCAA acknowledges the importance of daily practice as well. 

‘Students need to develop their critical listening skills both in and outside of the classroom. They are encouraged to listen, in English, to anything that interests them – current affairs, news, documentaries and podcasts can all be useful.’ (2017 VCAA EAL Examination Report)

Practicing listening does not necessarily mean sitting down and doing Section A questions; it can be as simple as talking with classmates, teachers, neighbours, friends from work, church, etc. 

Take a look at our EAL Listening Practice and Resources for a comprehensive list of external resources for practicing listening and a step-by-step guide on how to use them!

Tip #4 How To Formulate a Cohesive Response?

VCAA encourages us to write answers that make sense to the reader and are grammatically correct. Make sure you do address, and ONLY address, what the question is asking, because marks will not be rewarded for redundant information. 

‘Short answer questions require concise and precise answers. Responses that demonstrated understanding provided what was asked for without including extraneous information . Expression skills need to be sufficiently controlled to convey meaning accurately. ’ ( 2017-2019 VCAA EAL Examination Report )

HINT: This may sound super simple, but a lot of EAL students struggle with it. If you do, you are definitely not alone. Some students seek to use complicated words and/or sentence structures, but we should not compromise clarity over complexity.  

Tip #5 Use a Range of Precise Vocabulary 

VCAA acknowledges the importance of sophisticated vocabulary. This phrase ‘a nalysis expressed with a range of precise vocabulary’ has been repeatedly used to describe high-scoring essays in the examination reports from 2017 onwards

Below is a list of commonly misspelled, misused and mispronounced words. If you don’t know the meaning of a word, check out Collins Online Dictionary for definitions OR you can use a physical copy of the Collins Dictionary (which you are allowed to bring into the exam and SACs).

Words That Look the Same/Have Super Similar Spelling:

• Abroad vs. Aboard
• Adapt vs. Adopt vs. Adept
• Affect vs. Effect
• Altar vs. Alter
• Angel vs. Angle
• Assent vs. Ascent vs. Accent
• Aural vs. Oral
• Baron vs. Barren
• Beam vs. Bean
• Champion vs. Champagne vs. Campaign
• Chef vs. Chief
• Chore vs. Chord
• Cite vs. Site
• Compliment vs. Complement
• Confirm vs. Conform
• Contact vs. Contrast vs. Contract
• Contend vs. Content
• Context vs. Content
• Costume vs. Custom
• Counsel vs. Council vs. Consul
• Crow vs. Cow vs. Crown vs. Clown
• Dairy vs. Diary
• Decent vs. Descent vs. Descend
• Dessert vs. Desert
• Dose vs. Doze
• Drawn vs. Draw vs. Drown
• Extensive vs. Intensive
• Implicit vs. Explicit
• In accord with vs. In accordance with
• Later vs. Latter
• Pray vs. Prey
• Precede vs. Proceed
• Principal vs. Principle
• Sweet vs. Sweat
• Quite vs. Quiet

For an overview of the EAL study design plus tips and tricks for reading comprehension, time management and more, check out The Ultimate Guide to EAL .

1. List of Listening Resources That You Can Access For Free 2. How To Use These Free Resources (a Step-by-Step Guide) 3. Let Me Walk You Through How I approach These Listening Exercises 4. Time to Test Your Listening Skills

The listening tasks of the EAL exam are worth 20% of the total exam marks.  Since this section was introduced to the exam fairly recently, limited past exam questions are available for students to practice. In this blog, you will find a comprehensive list of external resources that are accessible for free. Although they are not designed specifically for the purpose of VCAA exams, they can still boost your marks if used wisely. I will offer some advice that helped me receive a perfect study score in EAL and give you a step-by-step guide on how to use these listening resources to better prepare for EAL listening.

1. List of Listening Resources That You Can Access For Free:

ABC Radio National

• ‍ The art of 'adulting' - Mornings - ABC Radio
• ‍ Our future shaped and changed by Covid 19 - Big Ideas - ABC Radio National
• ‍ The New Laws of Robotics and what they might mean for AI - Future Tense - ABC Radio National
• ‍ Urban pandemic – isolation and inequality - Future Tense - ABC Radio National
• ‍ Will this new vaccine be a game changer? - 7.30 (abc.net.au)
• ‍ Borders starting to open up across the country - 7.30 (abc.net.au) ‍

Randall’s Listening Lab

• ‍ General Listening Quizzes
• ‍ Summer Camp | Randall's ESL Cyber Listening Lab (esl-lab.com)
• ‍ Check out this inspiration speech from Lisa Tran, our founder of Lisa’s Study Guide
• ‍ Inside the mind of a master procrastinator | Tim Urban - YouTube
• ‍ Intermediate English Listening - Nelson Mandela (esolcourses.com)
• ‍ Online English - Martin Luther King Jr Video Listening Quiz (esolcourses.com)

ABC 5 minutes more (this is super fun and easy one to listen to, perfect for times when we feel a bit lazy)

• ‍ Umbrellas Up! Umbrellas Down! : ABC iview
• ‍ The Friendly Caterpillar : ABC iview

BBC The Newsroom

• ‍ How to Vaccinate the World - Episode 3 - BBC Sounds
• ‍ Steve Jobs' 2005 Stanford Commencement Address - YouTube
• ‍ Bill Gates Harvard Commencement Address 2007 - YouTube
• ‍ In case you missed my Tulane speech, watch it here! - YouTube
• ‍ Natalie Portman Harvard Commencement Speech | Harvard Commencement 2015 - YouTube

And for my fellow Chinese friends, I recommend 可可英语 . It pretty much includes all major news sources worldwide including the Voice of America, CNN, ABC, National Public Radio, NBC News, BBC, The Economist and National Geography. I particularly love the fact that both the website and its free app offer English transcription and Chinese translation side by side.

2. How To Use These Free Resources (a Step-by-Step Guide)

I recommend you listen to the audio three times. Below, I have broken down what you should pay attention to during each listening exercise.

1st Time Listening

Step 1: read and annotate background information  .

• Read the background information if available. This mimics the ‘Background Information’ given at the very start of each question in the VCAA exam. In most cases, it provides a general introduction to the speakers and gives you a brief idea of what to expect in the upcoming audio. 
• Highlight the name of the speakers.
• Underline important information.

Step 2:  Read and Annotate the Questions

• Familiarise yourself with the questions during reading time and annotate them. 
• Develop an annotation system that works well for you personally.

1. I usually underline key information that gives me information on  ‘what’, ‘why’, ‘how’, ‘where’ and ‘when’ (refer to the table in Step 4 below for definitions for these ‘W’ words).

2. Highlight the main person/subject that the question is referring to. This will help you during note taking and formulating your answer. Under the stress of exams, we might lose track of which speaker is talking, especially when the two speakers sound similar. By highlighting the name of the speaker in the question, it reminds us which speaker to pay attention to when answering the question.

• If you are playing the audio clips by yourself for practice, make sure you give yourself time to analyse the questions before hitting play! If you have a friend or family member who can act as your ‘exam facilitator’, as soon as reading time ends, highlight or underline the keywords before your exam facilitator plays the audio clips! 

Step 3:  Listen to the Audio Only (Without the Visual)

This is pretty self-explanatory!

Step 4: Write Down Side Notes

• Write down as much information as you can to practice speed writing
• Some ‘W’ words (see table below) may not apply to all audio clips so free feel to only use the ‘W’ words that are relevant

2nd Time Listening 

Step 1: Fill in the blanks and try to be aware of words you don’t quite ‘get’.

Step 2: Note down how the speakers convey their attitude, feeling, ideas, etc.

Step 3: Interaction between speakers. 

There will typically be a question that asks you to describe the interaction between the speakers, such as , ‘Suggest 2 words to describe the interaction between A and B’. The answer you need to provide will typically be a two-word answer. I would encourage you to learn the adjectives used to describe a range of interactions, for example: 

Words to describe positive interactions include:

• Friendly, respectful
• Professional, formal, polite
• Relaxed, warm
• Amicable, sanguine

Words to describe negative interactions include:

• Embarrassed
• Teasing, childish
• Tense, unpleasant, disappointed
• Confrontational

3rd Time Listening  

Listen to the audio while you read the transcript if available.

3. Let Me Walk You Through How I approach These Listening Exercises

Now that you know the steps, let’s see them in action. Below, I will demonstrate the step-by-step process of how you can make full use of the listening resources above.  

We’ll use this video clip from ABC Life Matters as an example: Is the internet becoming more 'ethical'?

Download this worksheet so that you can work through this listening task on your own too!

Step 1: Read and Annotate Background Information

Step 3: Listen to the Audio (Without the Visual)

Step 4 : write down side notes.

For practice, I recommend taking notes in a table format, using the ‘W’ words I mentioned above. We are going to designate a separate table for each speaker in the audio.

2nd Time Listening   

This is where you have the opportunity to fill in the blanks for the challenging words that you did not pick up in the first round. For example: Ubiquitous, monopolists, admirable, immersed, sophisticated and algorithm 

I will use ‘friendly’ and ‘polite’ to describe the interaction between the interviewer and Jocelyn Brewer. As you listen, see if you can identify why I have chosen these two words to describe the interaction. Keep in mind that there is no right or wrong answer here as long as your choice of descriptive words suit the audio clip.

3rd Time Listening   

Usually I would read the transcript in this third and final step, however, since there is no transcript available for this piece, I will skip this step.

4. Time to Test Your Listening Skills

Using the same audio clip and worksheet , have a go at these VCAA-style questions that I wrote up, and then check out my sample answers to see how your own answers compare. You will probably notice that a lot of the information you gather from the  ‘W’ words actually provides you with the answers to the majority of the questions here.

Sample Questions:

• What are the problems with internet use today? (2 marks)
• What is it that can draw people in and what example does Brewer use in relation to this? (2 marks)
• What is Beverley Wang’s opinion on some apps showing many ‘likes’? Support your answer with an example of word choice and language. (3 marks)
• What are the costs people have to pay, as Brewer suggests, for the use of Internet? (2 marks)
• What does Ecosia try to recognise? (2 marks)
• Give the word that the company officer of Ecosia uses to describe Google’s dominant power over the search engine. (1 mark)
• What are the two adjectives Beverely Wang uses to praise Ecosia? (2 marks)
• What are the challenges faced by companies like Ecosia, according to Brewer? (2 marks)

Sample Answers: 

• The problems of internet use lie in its prevalence in society and how powerful the technology is. The apps are designed to mimic the best psychological behaviours and maintain our interest. 
• Users are drawn in by a range of psychological hacks employed by the app designers. For example, Facebook has adjusted the size of the font to keep us engaged and immersed. 
• Beverley Wang expresses her opinions that some apps can foster addictive behaviours and can be scary by using a frustrated and alarmed tone. Additionally, by repeating the term ‘consuming’ four times in a row, delivered in a fast pace, Wang affirms the unethical and addictive nature of the apps.
• Brewer suggests people have to pay with time and attention.
• Firstly, Ecosia aims to be an ethically-orientated company by planting one tree for every 45 web searches. Secondly, it promises to be a ‘privacy-friendly’ platform and endeavours to expose the shameful motives of some search engines such as Google. 
• ‘monopolists’
• ‘noble’ and ‘admirable’
• Since using Ecosia requires ‘people-poser’, the public need to be more aware of the benefits of switching from an ‘automatically-preferred’ search engine to Ecosia. Ecosia receives ‘56 enquiries every minute’ compared to ‘40 thousand’ enquiries on their competitor’s web engine. 

For further tips and tricks on tackling the EAL Listening Exam, check out How To ACE the EAL Listening Exam . For more advice and samples about listening practice, see EAL Listening Practice , Tips on EAL Listening and How To Take Speedy Notes During Listening Component of VCE EAL Exam .

Don't forget to also check out Our Ultimate Guide to Oral Presentations for everything you need to know for Oral Presentations.

Welcome to 2014! As many of you will already be in your second or third week of schooling, it’s likely that you’re getting plenty of workload from across your subjects. Some of you may very well be preparing for your oral presentation SAC that’s coming up very soon! If that is the case, I’ve collated a list of some popular topics that have cropped up in the Australian media since September last year. The list is intended to help you brainstorm different issues you may wish to debate in your speech, with the contention left for you to decide once you have researched enough on the topic! Check it out below:

• Treatment of asylum seekers 
• Processing of asylum seekers
• ‘One punch law’
• Street violence
• Should mathematics be compulsory in schools?
• Shark culling in South Australia
• The end of car manufacturing in Australia
• Sex education and homosexuality
• Work-for-the-dole scheme
• Needle vending machines
• East-West tunnel
• Cory Bernadi’s book – The Conservative Revolution (Abortion)
• Should we smack our children?
• The Indigenous employment gap
• Tecoma McDonalds
• Sexism in the media
• Animal cruelty
• Treatment of fare evaders
• Wearing the hijab in schools
• Childcare wages
• Should the government fund private schools?
• See  Oral Presentation Issues in 2013  for other ongoing issues

For a detailed guide on Comparative, check out our Ultimate Guide to VCE Comparative.

Why Is the Context Important?

Understanding the context of the texts you are studying is essential if you are to satisfactorily respond to any prompt ( learn about the 5 types of prompts here ). Not only does it provide an insight into the society of the time and their views and values , it also allows for greater awareness of the characters’ motivations, resulting in a richer discussion in your essays. Discussing the context of the texts also makes for an ideal comparison which can be incorporated in the introduction as well as the body paragraphs. Moreover, context paragraphs are a great tool to have up your sleeves, as they can easily be adapted to almost every essay question, a real asset when attempting to write an essay in an hour. 

In this blog post, I will be giving a brief overview of the contexts of the play The Crucible by Arthur Miller and Rosalie Ham’s The Dressmaker . Further down , I have also provided a sample paragraph as an example of a way in which I would go about writing a context paragraph in response to an essay prompt concerning the two texts. Both of these texts are set in fascinating and significant eras of human history so I invite you to conduct your own research after reading this! 

At first glance, the town of Salem, Massachusetts in 1692 and Dungatar, Victoria in 1950s Australia have little in common; however, both towns exist in stifling geographical isolation, allow myopic and parochial outlooks to flourish, and maintain an irrational but overwhelming fear of ‘the other.’ 

The Crucible, Arthur Miller

The Crucible is set in 1692 in Salem. The provincial, conservative town was established by English Puritans who, fearing persecution, fled from a Britain dominated by The Church of England. The first Puritans to arrive in Salem faced brutal conditions, including 'marauding Indians' and living on a 'barbaric frontier' that lay close to the 'dark and threatening…virgin forest' that they believed to be the 'devil’s last preserve'. In order to overcome these challenges, the people of Salem were forced to unify and remain diligent. In order to ensure efficiency, a strict and rigid way of life was adopted, where work and prayer were championed and individual freedoms and pleasures abhorred. Though this harsh way of life did allow the Salemites to stay alive, it forced them to suppress various natural human emotions such as joy and anger, so as to not detract from work and prayer. Further, the town had limited their interaction with the outside world, compelling them to instead be constantly surrounded by each other. This hazardous combination of repression of emotions and interaction with only a small pool of people spurred private jealousies and vengeance within the townspeople, and it is here that the play commences.

The Dressmaker, Rosalie Ham

In contrast, Ham’s novel takes place in 1950s rural Australia, in the fictional town of Dungatar. Despite being set centuries after The Crucible , Dungatar is rife with the same parochialism (great word to use for both texts, referring to a limited/ narrow outlook), resentment and gossip as Salem. The town’s physical isolation - it is surrounded by 'wheat, yellow plains' and seems to be a 'dark blot shimmering on the edge of flatness' - corresponded with their metaphoric isolation from global events, creating an intense fear of ‘the other’. Further, similarly to The Crucible , the stark physical isolation ensures that each individual’s social interactions are limited to the town’s small population, fostering a breeding ground for narrow-mindedness and prejudice. Ham’s description of the way 'the crowd screamed with lust, revenge, joy, hate and elation' after a local football match win reveals the underlying emotions of the town, repressed behind a veneer of respectability and perceived moral propriety. All it takes is a stimulus, which arrives in the form of outcast Tilly Dunnage, to uncover the malicious undertones of the provincial town. 

Example Context Paragraph

During VCE, I tended to use my first paragraph (in response to an essay prompt) as a way to explore the context of the texts I was studying, and relate the context to the essay prompt being addressed ( learn more about the different types of essay prompts here ). In this case, the prompt I have responded to is:

‍ Compare the ways in which The Crucible and The Dressmaker portray divided societies. 

I was able to adapt much of this paragraph below to whatever essay prompts I came across. 

The geographical isolation of rural, parochial towns can breed a kind of myopia amongst inhabitants and promote binary thinking. Salem is situated on the 'edge of wilderness’, with the 'American continent stretching endlessly West’. The 'dark and threatening' forest which ominously surrounds the town is believed to be 'the last place on earth not paying homage to God’, inciting the irrational fear that 'the virgin’s forest was the Devil’s last preserve' (1) . To combat the imminent threat of the 'marauding Indians' upon their arrival in Salem, the Salemites maintained that 'in unity…lay the best promise of safety’, and hence were governed as 'an autocracy by consent' (2) . Similarly, in The Dressmaker , the town of Dungatar 'stretches as far as the silos' and is described as a 'dark blot shimmering on the edge of flatness’. 'The green eye of the oval' is a physical representation of the town’s predilection for prejudice and endorsement of slyly watching others (3) . The stifling insularity experienced by both towns perpetuates a paucity of culture and 'parochial snobbery’, as well as fostering austere social expectations (4) . The totalitarian regime that governed Salem and their 'strict and sombre way of life' conditioned the people of Salem to repress natural human emotions so as to conform to the conservative and rigid values of society. Indeed, Miller’s description of the 'small windowed dark houses struggling against the raw Massachusetts winter' alludes to the Salemites’ dogmatically narrow-minded outlook and their repression of any individuality. Hence, despite the veneer of propriety upheld by Salem’s 'sect of fanatics’, the town is rife with hidden resentments and 'long-held hatreds of neighbours' (5) . Whilst moral respectability and piety conceal the true sentiments of the people of Salem, clothing is the mask for the 'liars, sinners and hypocrites' of Dungatar (6) . Though on the surface the town appears respectable, the true desires of 'the sour people of Dungatar' are revealed through their desire 'to look better than everybody else’. Their lack of connection with the outside world forces their constant interaction with one another and means that 'everybody knows everything about everyone' (7) . Thus, Miller and Ham postulate that geographical isolation inevitably forges unyielding social norms that repress human emotions and pits individuals against each other (8) .

‍ Annotations (1) In these two sentences, I’ve provided the geographical context of Salem.   ‍ (2) My description of the geographical location is followed quickly by describing the town’s beliefs and values, which have a large impact on the social context.  ‍ (3) Here, I’ve used the geographical context as a metaphor to explain the social context of Dungatar. ‍ (4) I’ve described a similarity between the two towns - remember to use lots of meaningful comparisons in all paragraphs ( LSG’s CONVERGENT and DIVERGENT strategy is a useful strategy for this).  ‍ (5) I’ve detailed how the societal expectations and values of the Salemites (the people of Salem) can impact the behaviour of the characters.  ‍ (6) Here, I’ve outlined a subtle difference (or divergence ) between Dungatar and Salem.  ‍ (7) Once again, I’ve related the townspeople’s values and beliefs, as well as the physical context, to their behaviour. ‍ (8) I’ve ended with a meaningful comparison between the intent of the two authors. 

Looking for more? Check out our other blog posts on The Crucible and The Dressmaker :

The Crucible by Arthur Miller

The Dressmaker by Rosalie Ham

Comparing The Crucible and The Dressmaker

Finding out that your school has selected to study a Shakespeare play as your section A text can be a pretty daunting prospect. If I’m honest, I wasn’t all too thrilled upon discovering this either...it seemed as though I now not only had to worry about analysing my text, but also understanding what Shakespeare was saying through all of his old-fashioned words. 

However, let’s not fret - in this post, I’ll share with you some Measure for Measure specific advice and tactics, alongside excerpts of an essay of mine as a reference. 

Before you start reading, How To Approach Shakespeare: A Guide To Studying Shakespeare is a must read for any student studying Shakespeare.

Historical Context 

Having a basic understanding of the historical context of the play is an integral part of developing your understanding of Measure for Measure (and is explored further in Measure for Measure by William Shakespeare ). For example, for prompts that open with “What does Shakespeare suggest about…?” or “How does Measure for Measure reflect Shakespeare’s ideas about…?” it can be really helpful to understand Shakespeare’s own position in society and how that influenced his writing. 

There’s no need to memorise certain parts of Shakespeare’s history - as that would serve no purpose - just try to gauge an understanding of what life was like in his time. Through understanding Shakespeare’s position in society, we are able to infer his stances on various characters/ideologies in the play. 

• Measure for Measure is often regarded as an anti-Puritan satire. Although Shakespeare’s religion has been a subject of much debate and research, with many theories about his faith being brought forward, many believe that he was a secret Catholic. He is believed to be a ‘ secret’ Catholic, as he lived during the rise of the Puritans - those who wished to reform the Church of England and create more of a focus on Protestant teachings, as opposed to Catholic teachings. It was often difficult for Catholics to practice their faith at this time. 
• Angelo and Isabella - particularly Angelo, are believed to embody puritanism, as shown through their excessive piety. By revealing Angelo to be “yet a devil,” though “angel on the outward side,” Shakespeare critiques Puritans, perhaps branding them as hypocritical or even unhuman; those “not born of man and woman.” Thus, we can assume that Shakespeare would take a similar stance to most of us - that Angelo wasn’t the greatest guy and that his excessive, unnatural and puritanical nature was more of a flaw than a virtue. 

Tips for Moving Past the Generic Examples/Evidence Found in the Play 

It’s important to try and stand out with your examples in your body paragraphs. If you’re writing the same, simple ideas as everyone else, it will be hard for VCAA assessors to reward you for that. Your ideas are the most important part of your essay because they show how well you’ve understood and analysed the text - which is what they are asking from you, it’s called an ‘analytical interpretation of a text,’ not ‘how many big words can you write in this essay.’ You can stand out in Measure for Measure by: 

1. Taking Note of Stage Directions and Structure of Speech

Many students tend to simply focus on the dialogue in the play, but stage directions can tell you so much about what Shakespeare was really trying to illustrate in his characters. 

• For example, in his monologue, I would often reference how Angelo is alone on stage, appearing at his most uninhibited, with his self-interrogation revealing his internal struggle over his newfound lust for Isabella. I would also reference how Shakespeare’s choice of syntax and structure of speech reveal Angelo’s moral turmoil as he repetitively asks himself “what’s this?” indicating his confusion and disgust for his feelings which “unshapes” him. 
• Isabella is shown to “[kneel]” by Mariana at the conclusion of the play, in order to ask for Angelo’s forgiveness. This detail is one that is easily missed, but it is an important one, as it is an obvious reference to Christianity, and symbolises Isabella’s return to her “gentle and fair” and “saint” like nature. 

2. Drawing Connections Between Characters - Analyse Their Similarities and Differences. 

Drawing these connections can be a useful way to incorporate other characters not necessarily mentioned in your prompt. For example, in my own English exam last year, I chose the prompt “ ...Power corrupts both Angelo and the Duke. Do you agree? ” and tried to pair Angelo and Isabella, in order to incorporate another character into my essay (so that my entire essay wasn’t just about two characters).

• A favourite pair of mine to analyse together was Angelo and Isabella. Although at first glance they seem quite different, when you read into the text a little deeper you can find many similarities. For example, while Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, “nun,” Isabella, wishes to join the nuns of Saint Clare where she “must not speak with men” or “show [her] face.” Shakespeare’s depiction of the two, stresses their seclusion, piety and restriction from the “vice” plaguing Vienna. What’s important about this point is that you can alter your wording of it to fit various points that you may make. For example, you could use this example to prove to your assessor how Isabella’s alignment with Angelo signals Shakespeare’s condemnation of her excessive puritanical nature (as I did in my body paragraph below) or, you could use these same points to argue how Angelo was once indeed a virtuous man who was similar to the “saint” Isabella, and that it was the power that corrupted him (as you could argue in the 2019 prompt). 
• Another great pair is the Duke and Angelo. Although they certainly are different in many ways, an interesting argument that I used frequently, was that they both were selfish characters who abused their power as men and as leaders in a patriarchal society. It is obvious where Angelo did this - through his cruel bribery of Isabella to “lay down the treasures of [her] body,” however the Duke’s behaviour is more subtle. The Duke’s proposal to Isabella at the conclusion of the play, as he asks her to “give [him her] hand,” in marriage, coincides with the revelation that Claudio is indeed alive. It appears that the Duke has orchestrated the timing of his proposal to most forcefully secure Isabella and in this sense, his abuse of power can be likened to Angelo’s “devilish” bribery. This is as, through Shakespeare’s depiction of Isabella, it is evident that she has little interest in marriage; she simply wishes to join a convent where she “must not speak with men,” as she lives a life of “strict restraint.” The Duke is aware of this, yet he demands Isabella to “be [his]”-  wishing to take her from her true desire and Shakespeare is able to elucidate Isabella’s distaste through her response to this: silence. By contrasting Isabella’s once powerful voice - her “speechless dialect” that can “move men” - with her silence in response to the Duke’s proposal, Shakespeare is able to convey the depth of the Duke’s selfishness and thus his similarity to Angelo.

We've got a character list for you in Measure for Measure by William Shakespeare (just scroll down to the Character section).

What’s important to realise about these bits of evidence is that you can use them in so many different prompts, provided that you tailor your wording to best answer the topic. For example, you could try fitting at least one of the above examples in these prompts: 

• ‘Give me your hand and say you will be mine…’ The characters in ‘ Measure for Measure’ are more interested in taking than giving. Discuss. 
• ‘More than our brother is our chastity.' Explore how Shakespeare presents Isabella's attitude to chastity throughout Measure for Measure .
• ‘I have seen corruption boil …' To what extent does Shakespeare explore corruption in Measure for Measure , and by what means? 
• ‘Measure or Measure presents a society in which women are denied power.’ Discuss.

How To Kick Start Your Essay with a Smashing Introduction

There’s no set way on how to write an introduction. Lots of people write them in many different ways and these can all do well! This is the best part about English - you don’t have to be writing like the person sitting next to you in order to get a good mark. I personally preferred writing short and sweet introductions, just because they were quick to write and easy to understand. 

For example, for the prompt...

“...women are frail too.” 

To what extent does ‘Measure for Measure’ examine the flaws of Isabella? 

...my topic sentences were...

• Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo. 
• Shakespeare explores the hypocrisy and corruption of Isabella as a flaw, as she deviates from her initially “gentle and fair” nature.
• Despite exploring Isabella’s flaws to a large degree, Shakespeare does indeed present her redemption at the denouement of the play. 

...and my introduction was: 

William Shakespeare’s play, ‘Measure for Measure’ depicts a seventeenth century Viennese society in which disease, misconduct and licentiousness are rife. It is upon a backdrop of such ordeals that Shakespeare presents the character of Isabella, who is initially depicted as of stark contrast to the libertine populate of Vienna. To a considerable extent, ‘Measure for Measure’ does indeed examine the flaws of the “gentle and fair” Isabella, but Shakespeare suggests that perhaps she is not “saint” nor “devil,” rather that she is a human with her own flaws and with her own redeeming qualities. 

Instead of rewording my topic sentences, I touched on them more vaguely, because I knew that I wouldn’t get any ‘extra’ points for repeating them twice, essentially.  However, if you feel more confident in touching on your topic sentences more specifically - go ahead!! There are so many different ways to write an introduction! Do what works for you! 

Body Paragraphs 

This body paragraph included my pairing between Angelo and Isabella. My advice would be to continue to incorporate the language used in the prompt. In this paragraph, you can see me use the word “flaw” quite a bit, just in order to ensure that I’m actually answering the prompt , not a prompt that I have studied before. 

Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo. Where Angelo is “of ample grace and honour,” Isabella is “gentle and fair.” Where Angelo believes in “stricture and firm abstinence,” Isabella too believes that “most desire should meet the full blow of justice.” This similarity is enhanced by their seclusion from the lecherous society in which they reside. Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, whilst Isabella desires the life of a nun where she “must not speak with men” or “show [her] face.” This depiction of both Angelo and Isabella stresses their seclusion, piety and restriction from the “vice” that the libertine populate is drunk from. However, Shakespeare’s revelation that Angelo is “yet a devil” though “angel on the outward side,” is perhaps Shakespeare’s commentary on absolute stricture being yet a facade, a flaw even. Shakespeare presents Isabella’s chastity and piety as synonymous with her identity, which ultimately leaves her unable to differentiate between the two, as she states that she would “throw down [her] life,” for Claudio, yet maintains that “more than our brother is our chastity.” Though virtuous in a sense, she is cruel in another. Although at first glance, Shakespeare’s depiction of Isabella’s excessive puritanical nature appears to be her virtue, by aligning her with the “devil” that is Angelo, it appears that this is indeed her flaw. 

Conclude Your Essay by Dazzling Your Assessor!  

My main tip for a conclusion is to finish it off with a confident commentary of the entire piece and what you think that the author was trying to convey through their words (in relation to the topic). For example, in pretty much all of my essays, I would conclude with a sentence that referenced the entire play -  for example, how it appeared to be such a polarising play, with largely exaggerated, polarising characters/settings (eg. Angelo and the Duke, or the brothels that stood tall next to the monastery): 

Ultimately, Shakespeare’s play ‘Measure for Measure,’ depicts Isabella as a multifaceted character. She is not simply one thing - not simply good nor bad -  her character’s depiction continues to oscillate between the polar ends of the spectrum. Although yes, she does have flaws, so too does she have redeeming qualities. Though at times deceitful and hypocritical, she too is forgiving and gentle. Thus, as Shakespeare’s play, ‘Measure for Measure,’ does centre on polarising characters in a polarising setting, perhaps through his exploration of Isabella’s flaws alongside her virtues, he suggests that both the good and the bad inhabit us.

Measure for Measure is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

We’ve explored historical context, themes, essay planning and essay topics over on our Like a House on Fire by Cate Kennedy blog post. If you need a quick refresher or you’re new to studying this text, I highly recommend checking it out!

[Video Transcription]

Hey guys, welcome back to Lisa's Study Guides. So this week I have another essay topic breakdown for you. So eventually I'm going to get through all of the VCAA texts that are on the study design, but we're slowly going to get there and are just want to say yet again, even though this one is like a house on fire, I am really glad if you've clicked on this video and you're not necessarily studying it because as always with all my videos, I try to give you an overall message for you to take away that can be applied to any single text. So that is the same for this particular text today. And so even though the takeaway message for this video is quite specific to short stories, it's still an important consideration for any text that you're studying. Ideally, you want to use a diverse range of evidence for any text, but in particular, for short stories, you don't just want to rely on a small handful, but to try and make links between the different short stories. So let's see what that means on the other side of this quick overview of the text. Like a House on Fire is a collection of short stories by the author, Cate Kennedy, and unlike a lot of other texts on the study design, this book portrays a lot of very domestic situations, which seems fairly boring compared to some of the other texts that other students might be doing. However, I'm really excited about this text because the short stories are great. Not because they have groundbreaking premises, which they don't, but because of how effortlessly and deeply emotive they are. So the domestic scenarios actually help us relate to the characters in the stories and empathize with the complexity of their experiences. The essay topic we'll be looking at today is in Like a House on Fire, Kennedy finds strength in ordinary people. Discuss. Here, the term which you really have to think about is strength. We already know that she depicts the story of ordinary people, of people like you or me, or even just people we may know, but does she find strength in them? It could be physical strength, but more often than not, it might be other types of strength. For instance, the mental strength it takes to cope with intense pressure or the emotional strength it takes to make a difficult choice or action. It's important to think about how they might actually apply throughout the book. In this sense, our essay will have essentially two halves. The first two body paragraphs we'll look at scenarios of intense pressure, be it through the loss of control in one's life or a domestic situation which has become emotionally tense. The last two body paragraphs will then consider the types of strength that Kennedy evinces in these stories. And we'll contend that she does find strength in the characters who face a difficult decision, but that she also finds a lot more strength in the characters who managed to cope with their situation and grapple with the tensions in their lives.

Paragraph one

In many of her stories, Kennedy portrays characters who experience powerlessness. This loss of power can come a number of ways. For instance, both Flexion and Like a House on Fire tell the story of men who have injured their previously reliable bodies and have thus been rendered immobile. But they also tell the story of their respective wives who have lost some control over their lives now that they have to care for their husbands. On the other hand, there are the kids in Whirlpool whose mother insists that they dress a certain way for a Christmas photo. Her hand on your shoulders, exerting pressure that pushes you down. Kennedy's use of second person really makes you feel this pressure that keeps you from going out to the pool you so desperately desire to be in. Evidently powerlessness is an experience that comes in many shapes and forms in several stories.

Paragraph two

In addition to this, Kennedy explores other emotional tensions across the collection, subverting the idea that the home is necessarily a safe sanctuary. This is where she really goes beyond just the idea of powerlessness, but actually jumps into scenarios that are much more emotionally complex. In Ashes for instance, we see the homosexual protagonist struggle with feeling useless and tongue tied, embarrassed by the floundering pause between his mother and himself. There is a significant emotional hurdle there, which is particularly poignant given that mothers are usually considered a source of safety and comfort for their children. Kennedy's story of domesticity actually subvert or question what we might think of the domestic space shared by family members. If you have the Scribe edition of the book, the artwork on the cover would depict a vase of wilting flowers, an empty picture frame, and a spilt cup of coffee. These are all visual symbols of an imperfect domestic life. A similar rift exists between husband and wife in both Five Dollar Family and Waiting, the women find themselves unable to emotionally depend on their partners. While Michelle in Five Dollar Family despises her husbands startled, faintly incredulous expression, an inability to care for their child, the protagonist in Waiting struggles to talk about her miscarriages with her husband who is already worn down as it is. Kennedy takes these household roles of mother, son, husband, wife, and really dives into the complex shades of emotion that lies within these relationships. We realize through her stories that a mother can't always provide comfort to a child and that a husband isn't always the dependable partner that he's supposed to be.

Paragraph three

However, Kennedy does find strength in some characters who do take a bold or courageous leap in some way. These are really important moments in which she is able to show us the strength that it takes to make these decisions. And she triumphs however small or insignificant that can be achieved. A moment that really stands out to me is the ending of Laminex and Mirrors, where the protagonist rebelliously smuggles a hospital patient out for a smoke only to have to take him back into his ward through the main entrance and therefore get them both caught. She recounts this experience as the one I remember most clearly from the year I turned 18. The two of us content, just for this perfect moment. And their success resonates with the audience, even though the protagonist would have lost her job and therefore the income she needed for her trip to London, Kennedy demonstrates her strength in choosing compassion for an elderly patient. Even the sister in Whirlpool, who wasn't exactly kind to the protagonist in the beginning, forms an unlikely alliance with her against their mother, sharing a reckless moment and cutting their photo shoot short. Bold leaps such as these are ones that take strength and therefore deserve admiration.

Paragraph four

However, more often than not, Kennedy's stories are more about the strength needed to simply cope with life, one day at a time. She explores the minutiae of her characters lives in a way that conveys the day to day struggles, but also hints at the underlying fortitude needed to deal with these things on a daily basis. In Tender, the wife feels as if everything at home is on the verge of coming apart since her husband is only able to cook tuna and pasta casserole for their kids. However, when she must get a possibly malignant tumor removed, her concern of whether there'll be tuna and pasta in the pantry just in case, demonstrates her selfless nature. Kennedy thus creates a character who is strong for others, even when her own life at home is disorderly and her health may be in jeopardy. The strength of gritting one's teeth and getting on with things in spite of emotional tension is a central idea across this collection, and many other examples are there for you to consider as well. And so we come to the end of our essay. Hopefully going through this gives you an idea of how to cover more bases with your evidence. Remember that you don't have to recount lots and lots of events, but it's more important to engage with what the events are actually telling us about people. This is particularly important for prompts like this one, where it heavily focuses on the people involved. That is it for me this week, please give this video a thumbs up. If you wanted to say thanks to Mark, who has been helping me write these scripts up for a lot of the text response essay, topic breakdowns. If you enjoyed this, then you might also be interested in the live stream coming up next week, which will be on Friday the 25th of May at 5:00 PM. I'll be covering the topic of analyzing argument for the second time, just because there's so much to get through. I'll also be announcing some special things during that particular live stream. So make sure you're there so you're the first to hear it. I will see you guys next week. Bye.

Like a House on Fire by Cate Kennedy

How To Get An A+ On Your Like A House On Fire Essay

Close Analysis Of 'Cake' From Like A House On Fire

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20 Best Cartoons to Learn English for Kids – A Detailed Guide

Table of Contents

Learning a new language can be a challenging yet rewarding endeavor. And for many, mastering English is a valuable skill. If you’re planning on getting your child started on the journey early on, identifying the best cartoons to learn English can be a great and effective way to make the process fun.

Cartoons provide a unique platform for young learners, offering engaging content with relatable themes, simple dialogue, and vibrant visuals that aid in comprehension. 

More specifically, cartoons can help through:

• Interesting and relatable themes : Kids are by nature fascinated by moving colors and images. This makes television an optimum mode of dispensing education in a way that keeps them engaged. Cartoons deal with various relatable themes for kids, and at the same time can also highlight moral values. 
• Repetition and conversation : Language fluency is improved upon by regular practice and conversation. While watching cartoons, kids often tend to imitate the speech patterns and phrases they picked up.
• Varying proficiencies : You can find cartoons that cater to varying levels of fluency! Since cartoons are made with age ranges in mind, you can find some for toddlers, as well as those for pre-teens and young adults. By using the age range as a guide for the difficulty level of the English used, you can filter out those that might be too easy or hard for your child.

While there are many cartoons you can find online , some things to keep in mind while picking the most suitable one for your kid are:

• Their level of acquaintance with the language – This will decide how slow or fast-paced the cartoon is. 
• The tone and theme of the show – Since kids tend to pick up the speaking manner, it is important to ensure the characters speak in a decipherable and forward tone. While one might think that all cartoons are aimed at kids – this is not so. There are many cartoons that are aimed toward an older demographic – hence it  is paramount to keep the age range in mind
• The culture represented (or country of origin) in the show – Cartoons aimed towards a particular demographic can have elements that other demographics might find unrelatable. 
• The plotline vs dialogue focus – Try to find shows that are more dialogue-driven rather than plot-heavy as flashy animation and confusing timelines can act as distracting element for new learners. You can also think of this as educational versus entertainment. There are many cartoons specifically made to educate kids, whereas many tend to simply offer a fun escape.  
• The presence of subtitles – For slightly older kids with quick reading skills, try to find shows that have subtitles as this can improve both reading and comprehension skills .

We’ve curated a list of the best cartoons for learning English that keep these above points in mind while offering a fun experience that even parents can share!

20 Best Cartoons to Learn English

We’ve broken down the list based on how proficient you need to be to keep up with the show. The age range of the show refers to the rating of the show as per the censorship board and is not necessarily the range that would enjoy the show.

These shows are created with the sole purpose of acting as educational supplements for kids. They feature slow English, small worlds, and interactive elements such as third-person questions.

1. Peppa Pig

“Peppa Pig” is one of the most popular children’s animated series that follows the adventures of Peppa, a cheeky pig, and her family and friends. The episodes revolve around her daily life and interactions with friends and each episode runs for around 5 minutes.

It’s specifically catered towards toddlers with slow, measured English – without slang or big words. 

Age: 4 to 6 years

Good for: vocabulary, basic phrases, social skills

2. Martha Speaks

Martha is a yellow dog who learns to speak after ingesting some alphabet soup. The show is a silly, language-focussed cartoon that shows Martha getting into various hijinks with her family every day. 

Age: 4 to 7 years

Good for: vocabulary, basic phrases, sentence formation

3. Sesame Street

Running since 1969, this is without a doubt the most beloved educational cartoon till date. Set on a lively urban street, it combines puppetry, animation, and live actors to teach essential skills, from numbers and letters to social and emotional intelligence. The show follows Big Bird, Elmo, Cookie Monster, and their other friends as they navigate daily life. 

Age: 3 to 5 years

Good for: vocabulary, basic phrases, basic mathematics, social skills, navigational skills

4. SpongeBob SquarePants

Watched by adults and kids alike, SpongeBob SquarePants was created by Stephen Hillenburg and first premiered on May 1, 1999. It follows SpongeBob – a sea sponge that works at the Krusty Krabs, and his interactions with his friends – Patrick Star, Mr. Krabs, Squidward Tentacles, and more.

Age: 6 to 11 years

Good for: vocabulary, basic phrases, social skills, moral discourse

5. Dora the Explorer

Dora the Explorer revolves around the adventures of a young and inquisitive Latina girl named Dora Marquez. Dora embarks on exciting journeys across various terrain, accompanied by her loyal monkey friend Boots, her talking backpack, and her anthropomorphic map.

The show has, since its premiere in 2000, been translated into multiple languages. Apart from language, it also teaches basic mathematics, object identification, problem-solving, pattern finding, and more. 

Age: 3 to 7 years

Good for: problem-solving, basic language, object and place naming, patterns, counting

6. Paw Patrol

“Paw Patrol” is set in the fictional Adventure Bay and revolves around a group of rescue dogs with unique skills. The main character is a young boy named Ryder who leads the Paw Patrol team. When trouble arises in Adventure Bay, Ryder and his team of talking puppies get to work. The episodes are action-packed, rescue-mission-style stories.

Age: 1 to 6 years

Good for: language, problem-solving, social skills, humor

7. Curious George

This is a great show for those looking to teach their kid pronunciation and dialogue delivery. George is a monkey who gets caught up in various escapades daily, along with his friend – Man in the Yellow. The success of the series has led to a film, books, and multiple shows. 

Age: 5 to 8 years

Good for: language, problem-solving, dictation

Intermediate

To understand these, you need to have a good enough grasp of the language to understand compound sentence structures. The shows are not specifically educational and often deal with themes of friendship, family, and relationships.

8. Phineas and Ferb

Phineas and Ferb is a show set during the summer vacation that follows the adventures of two stepbrothers, Phineas Flynn, and Ferb Fletcher. The duo is determined to make the most of their time off from school by creating a new, ambitious, wild project every day. They build roller coasters, time travel machines, water parks, and more, all while evading their elder sister Candance. 

Age: 9 to 14 years

Good for: language, object identification, humor and social skills, moral discourse

Arthur Read is an aardvark residing in the fictional Elwood City. Each episode typically revolves around Arthur’s school and home life, with characters navigating through experiences like dealing with a bully, facing a challenging school assignment, or learning the importance of honesty and fairness. The show aims to teach valuable life lessons and address real-life situations in a way that is understandable for children.

Age: 4 to 8 years

Good for: language, problem-solving, social skills, humor, moral discourse, emotional intelligence

10. Kim Possible

Kim is your average high-school student with friends and homework. Except, she’s also a crime-fighting hero who has to manage that on top of school. She, along with Ron Stoppable, his pet naked mole rat Rufus, and their super-genius friend Wade, form Team Possible who take on villains in every episode.

The show was especially popular due to its portrayal of a strong, independent, and relatable female lead character, which was relatively rare in animated series at the time of its release.

Age: Pre-teens

Good for: language, problem-solving, navigational skills, empowerment, moral discourse

11. Word Girl

As the name suggests, Word Girl is a show created specifically with vocabulary in mind. The series follows Becky Botsford, an ordinary young girl who works as the superhero WordGirl.

WordGirl faces off against wordplay-themed villains, such as Dr. Two-Brains, Tobey the Boy Genius, and The Butcher. Her skills are her vast vocabulary and wordplay that helps her outsmart the villains. 

Age: 4 to 9 years

Good for: vocabulary, problem-solving

12. Postcards From Buster

This show is a spin-off of one of the characters from Arthur – a rabbit named Buster. In the show, Buster Baxter travels with his pilot dad across North America and sends video postcards back to his friends in Elwood City, including his best friend Arthur, detailing his travels and the people he meets.

Age: 6 to 9 years

Good for: vocabulary, geographical knowledge, place and object identification, cultural diversity

13. Dexter’s Laboratory

Dexter is a student with a secret laboratory hidden behind a bookshelf in his room. Here, Dexter invents all sorts of incredible and often absurd contraptions to further his scientific experiments – but he must keep this a secret from his parents and his elder sister who might thwart his plans of world domination!

Note: Dexter speaks with a notable German accent and longer, complicated words. It might be more suitable for older audiences and is not suggested for kids picking up diction.  

Age: 6 to 14 years

Good for: vocabulary

14. The Amazing World of Gumball

Gumball Watterson is a blue cat who lives with his Goldfish brother in Elmore. The show follows the daily lives of the Watterson family and their interactions with their friends, colleagues, neighbors, and more – often leading to ironic situations. The show is known for its distinctive animation style, blending 2D and 3D animation with real-life backgrounds. 

Age: 9+ years

Good for: vocabulary, social cues

These shows require a fairly good grasp of the language, and at the same time have more complex plotlines and themes.

15. Regular Show

Aimed at an older, pre-teen audience, Regular Show is a slapstick humour-based show that deals with surreal and absurd themes. The show showcases two best friends, Mordecai, a blue jay, and Rigby, a raccoon, who work as groundskeepers at a park. 

The duo often find themselves in bizarre situations, encountering supernatural creatures and eccentric characters. The unique blend of pop culture references, off-beat characters, and comic timing makes this show great for adults and kids alike. 

Age: 12 to 13 years

Good for: vocabulary, humor, social cues

16. Avatar, The Last Airbender

Created by Michael Dante DiMartino and Bryan Konietzko, Avatar is a complex anime that has intricate characters, world-building, and moral dilemmas. The story takes place in a world where individuals known as benders have the power to control any of the classical elements: water, earth, fire, and air. The show follows Aang, one of the last “air” benders as he sets on a journey to master all the four elements. 

Age: 10+ years

Good for: vocabulary, mythology, social cues, cultural diversity, moral discourse

17. The Owl House

Luz Noceda is your everyday teenager who mistakenly stumbles through a portal and ends up in a fantasy world where witches are real and demons are tiny and cute. Luz befriends an odd assortment of people and goes on adventures across every episode. The main theme of the show is friendship and conflict resolution. It also has episodes dealing with self-identity and acceptance. 

Age: 7 – 12 years

Good for: vocabulary, social cues, problem-solving, moral discourse

Daria is a regular teenage girl living in a suburban town, who often locks heads with others due to her difference in perspective and opinions. The show caters to teenagers and hence deals with themes like peer pressure, social cliques, and the awkwardness of adolescence. 

Age: 12+ years

Good for: vocabulary, social cues, moral discourse

19. Ugly Americans

Set in a fictional and bizarre version of New York City, the series follows the life of Mark Lilly, a social worker at the Department of Integration. In this world, New York City is home to supernatural and mythical creatures, such as demons, vampires, zombies, and more. Mark helps them adapt to the peculiarities of American society. Through his commentary, the series offers an interesting insight into everyday life and its challenges. 

Note: This show is heavy with American cultural references. 

Age: 14+ years

20. Adventure Time

The series is set in the post-apocalyptic Land of Ooo and follows the adventures of a young boy named Finn the Human and his best friend, Jake the Dog. The episodes feature the duo going on various quests across time and space. The series has a unique blend of whimsy and satirical storytelling that makes viewers either love or hate it. 

Ultimately, it’s important that kids enjoy the process of learning. Hence, finding a genre and plot that they find engaging is an important factor in cartoon selection. You can always refer to online snippets to check out the exact tone and vocabulary level the cartoon offers. 

Either way, make sure kids have access to a dictionary or an adult who can help them through the dialogues and scenes they cannot decipher. We hope you find something on this list that appeals to you as both a fun activity and as a learning assignment. 

About the Author

Soumyajit chatterjee, fun to learn english feed.

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• 一齊嚟欣賞吓我哋上水分校 Young Writers 創意寫作班學生最新嘅課堂作品啦! 原來我哋嘅初小學生都可以運用佢哋嘅想像力同創意寫出咁有質量嘅作品呢 20/08/2024
• Love From Parents 20/08/2024
• 感謝《Hong Kong Business Awards》評選 Fun To Learn 為 2024 年 「年度最佳英語教育中心」 19/08/2024
• New Teacher in our Sheung Shui Campus 02/07/2024
• The Boy Who Can Spell ‘HAPPY’ – An Educational & Funny Kids Video” 30/05/2024

Fun to Learn English Learning Centre

Because Learning English Should Be Fun.

Sheung Shui School

Lung Fung Garden Block B, Shop 7, 2/F, Lung Fung Garden, Lung Sum Ave, Sheung Shui, Hong Kong

Fanling School

Shop 17AB, Level 2, Shopping Mall, Belair Monte Block 4, 3 Ma Sik Rd, Fanling, Hong Kong

Tai Po School

Uptown Plaza Block 5, Shop A063, Level 1, 9 Nam Wan Road, Tai Po, Hong Kong

Tai Wo School

Shop 308, 3/F, On Wo House, Tai Wo Estate, Tai Wo Plaza, Tai Po, New Territories

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Group Assignment Cartoon Images

• Business marketing
• Data illustration

• Background flat
• Education wallpaper
• Celebration

• Children reading
• Kids sitting
• Cartoon kids

• Entrepreneur
• Corporate team
• Business company

• Group of students
• Group study

• Questionnaire

• Company team
• Business communication

• Elementary school
• Primary school

• Cartoon student

• Examination
• Education illustration

• Flyer poster
• Poster template

• Flat illustration

• Business office

• Illustrations

• Educational

• Psychiatrist
• Child doctor
• Medical treatment

• Book illustration

• Cartoon classroom
• Kindergarten school

• Family support

• Office work
• Coworking space

• Business development
• Corporation

• Cartoon office
• Isometric office
• Office room

• Person working
• Office worker
• Business character

• Corporate illustration

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assignment Cartoons

“The problem is the way you do your business. You just can’t seem to think outside the box.”

• Jobs/Recruitment ·

“Hey, I’m not paying you people to watch the clock. That’s Henderson’s job.”

Assignment cartoons you can use.

Funny cartoons and comics about assignment by Loren Fishman

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