Creating Texts Frameworks Writing about Protest AOS2 Unit 3 Year 12 VCE

This Resource is for students in Year 12 studying Frameworks Writing about Protest in AOS2: Unit 3 Creating Texts, in the Victorian VCE 2024 Mainstream English Curriculum

Introduction to Protest

To ‘protest’ means ‘to express disapproval of’ or ‘to commit an action of dissent’. To literally stand up and be counted is to say ‘no’ or defy an order or a demand that seems unfair, unjust, or unreasonable. While protesting may begin as a personal struggle against an unjust law it invariably leads to a collective struggle as the individual is caught up in a cause beyond themselves.

According to Amnesty International, ‘everyone has the right to protest, the power to fight for justice and make a difference’.

There are 4 Protest Mentor Texts:

  1. ‘On the Sydney Mardi Gras March of 1978 by Mark Gillespie
  2. ‘Freedom or Death’ speech by Emmeline Pankhurst
  3. ‘Harrison Bergeron’ short novel by Kurt Vonnegut
  4. ‘Monologue from City of Gold’ by Meyne Wyatt

At the heart of these narratives is not just the right to protest against unfair laws and conditions as individuals push for inclusion and diversity. These authors reveal the difficulties encountered in a two-way struggle between those in positions of power who would seek to deny people their freedoms and individuals who demand their rights to seek to voice their human rights.


2 written essay text pieces of writing considering audience, purpose and form = 20 marks each plus a commentary reflecting on the writing process

Themes in the Protest Mentor Texts
Demand for human rightsCivil rightsAgainst unjust laws
Abuse of powerFor social changeAgainst war
Rights for womenRights for LGBTQI+Against racism
Black lives matterBlack deaths in custodyRacial profiling

Record your Writing Process in a Journal

Students must use the mentor texts as a basis from which to explore and experiment with different text types, modes, and scenarios. Students must keep a journal in which to record their writing process and evaluate their thoughts and feelings documenting deliberate choices they have made in constructing their writing pieces.

Reflective Commentary

The reflective commentary will discuss the writing process and choices made during the process including purpose and audience of the response / form and genre / language features / impact of mentor texts on your writing / drafting and editing process and the role of feedback in shaping your decisions.

All Resources created by Online Tutoring using Zoom for Mainstream English Students in the Victorian VCE Curriculum

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