Old Enough to Work, Old Enough to Vote — Reading Comprehension — Answers
Answer sheet with model answers and success criteria for the Year 9 reading comprehension comprehension exercise.
Year 9 · English · Reading Comprehension
Old Enough to Work, Old Enough to Vote — Reading Comprehension — Answers
Old Enough to Work, Old Enough to Vote
Read the opinion column carefully. As you read, mark the writer's main point and each supporting argument.
At sixteen, an Australian can leave school, hold down a job, pay income tax, drive a car on a learner's permit and, in some states, be tried in an adult court. What they cannot do is cast a vote for the people who make the laws that govern all of these things. It is time to fix that. Australia should lower the voting age to sixteen.
The most common objection is that sixteen-year-olds are too immature to vote responsibly. It is an argument that sounds sensible until you examine it. Maturity is not something that arrives on a birthday. Plenty of forty-year-olds vote on the basis of a slogan they saw on a bus, and plenty of sixteen-year-olds can explain the difference between a policy and a promise. If we are going to use maturity as a test, we would have to apply it to everyone, and nobody is seriously suggesting that.
Consider what we already trust young people to do. A sixteen-year-old who works twenty hours a week at a supermarket pays tax on every one of those hours. That tax funds roads, hospitals and schools. Yet the worker has no say in how it is spent. Taxation without representation was enough to start a revolution once; today we simply call it being a teenager.
Lowering the voting age is not a radical experiment. Austria has allowed sixteen-year-olds to vote in national elections since 2007. Scotland extended the vote to sixteen-year-olds for its independence referendum in 2014 and later for Scottish Parliament and local elections. Brazil and Argentina have done the same. In none of these places has democracy collapsed. In Austria, researchers found that first-time voters aged sixteen and seventeen turned out at rates comparable to, and sometimes higher than, voters in their twenties.
That last point matters, because voting is a habit. People who vote in the first election they are eligible for are far more likely to keep voting for the rest of their lives. At eighteen, many young Australians are in the middle of moving out of home, starting university or chasing their first full-time job. Sixteen-year-olds, by contrast, are mostly still at school, in a stable environment where civics is taught and where an election can be discussed in the classroom. If we want lifelong voters, sixteen is the better place to start.
There is also a simple question of fairness. The decisions made today about climate, housing and debt will be lived with longest by the youngest. A sixteen-year-old will spend sixty or seventy more years inside the consequences of this year's budget. Why should they be the one group with a direct stake in the future and no voice in shaping it?
Critics worry that young people will simply vote the way their parents do. Perhaps some will. Many adults vote the way their parents did, too. Others worry that sixteen-year-olds will be swayed by social media. That is a genuine concern, but it is a concern about every voter, not just the youngest, and the answer to it is better education, not exclusion.
Compulsory voting makes Australia's situation slightly different from other countries. A fair solution would be to make voting at sixteen and seventeen voluntary, with compulsory voting beginning at eighteen as it does now. This would invite young people into democracy rather than drag them.
We let sixteen-year-olds take on the responsibilities of adulthood one by one. It is strange, and a little insulting, to hand them the tax bill but not the ballot paper. If they are old enough to work for the country, they are old enough to help choose who runs it.
Part A — Identifying the argument
Find each answer in the text.
Answer: Australia should lower the voting age to sixteen.
- Apay income tax
- Bdrive on a learner's permit
- Cvote in an election
- Dleave school
Answer: vote in an election
The first paragraph lists what sixteen-year-olds can do and states that they cannot vote.
Answer: Any two of: Austria, Scotland (United Kingdom), Brazil, Argentina.
Answer: They turned out to vote at rates comparable to, and sometimes higher than, voters in their twenties.
- Aabolish compulsory voting entirely
- Bmake voting compulsory from sixteen
- Cmake voting voluntary at sixteen and seventeen, compulsory from eighteen
- Dallow sixteen-year-olds to vote only in local elections
Answer: make voting voluntary at sixteen and seventeen, compulsory from eighteen
The writer suggests voluntary voting at sixteen and seventeen, with compulsory voting from eighteen.
Answer: That young people will vote the way their parents do, and that they will be swayed by social media.
Part B — Analysing the argument
Support each answer with evidence from the text.
Answer: The writer argues that maturity does not arrive on a birthday and that some adults vote badly too, so maturity cannot fairly be used as a test. It is persuasive, though it does not provide evidence about how sixteen-year-olds actually vote.
Answer: Because voting is a habit, and sixteen-year-olds are usually still at school in a stable environment where civics is taught, whereas eighteen-year-olds are often in the middle of big life changes.
Answer: It links the teenager's situation to a famous historical injustice, making it seem serious, while the dry humour of the second half makes the reader feel the current situation is absurd.
Answer: To reassure readers who fear change by showing that other democracies have already done it without harm, making the idea seem safe and reasonable.
Part C — Persuasive language
Identify the technique and explain its effect.
- Astatistic
- Brhetorical question
- Cexpert opinion
- Danecdote
Answer: rhetorical question
A rhetorical question is asked for effect, not for an answer; it pushes the reader towards the writer's view.
- Auses technical language
- Bcontrasts two concrete objects to show the unfairness
- Cprovides evidence from research
- Ddescribes a personal experience
Answer: contrasts two concrete objects to show the unfairness
Placing two physical objects side by side makes the contrast between responsibility and rights vivid and easy to grasp.
Answer: 'Invite' suggests welcome, choice and respect; 'drag' suggests force and unwillingness. The contrast makes voluntary voting sound positive and compulsory voting at sixteen sound harsh.
Part D — Extended response
Model answer: The writer builds a strong case by opening with a list of adult responsibilities that sixteen-year-olds already carry, which immediately frames the issue as one of fairness. This appeal to fairness runs through the whole piece, reinforced by rhetorical questions such as 'Why should they be the one group... with no voice in shaping it?' Evidence from Austria and Scotland adds authority and reassures readers that the change is 'not a radical experiment'. The writer also anticipates objections, addressing immaturity, parental influence and social media, though the responses are brief and rely on reasoning rather than evidence. Overall the argument is persuasive, particularly because the compromise of voluntary voting shows the writer has considered the practical difficulties rather than ignoring them.
Success criteria:
- States a clear judgement about the effectiveness of the argument
- Analyses at least three persuasive techniques with quotations
- Explains the intended effect of each technique on the reader
- Evaluates how well counter-arguments are addressed
- Uses analytical vocabulary (contention, positions, appeals to, undermines)
- Organised in paragraphs with an introduction and conclusion
- Accurate spelling, punctuation and quotation
Marking tips
- Give credit for correct method even when the final answer slips — the working shows where the thinking went right.
- For open-ended tasks, use the success criteria as a checklist rather than looking for one "right" answer.
- Celebrate what went well first, then pick one thing to work on next.
Great work. Here's what to try next: