This document provides an overview of a presentation about using George Orwell's essays in an HSC English Advanced Module B study. It discusses applying the subjective, cultural, structural, and critical frames to analyzing the essays. Examples are given of activities used with students for each frame, such as journaling for subjective responses, research on Orwell's context for cultural understanding, and considering different critical interpretations. The presentation emphasizes returning to students' original subjective understandings after exploring the other frames. It also shares the presenter's reflections on teaching Orwell and reasons for continuing to do so.
The document outlines the Schoolwide Enrichment Model - Reading (SEM-R) framework which is designed to provide differentiated reading instruction to meet the needs of individual students. The SEM-R uses three phases - exposure, training and self-selected reading, and interest and choice components - to increase student enjoyment in reading, improve reading skills, and encourage independent reading. The goal is to help students shift from learning to read to reading to learn.
The document outlines the expectations and schedule for an English 9 semester 2 class, including arriving on time, having no cell phones, and being respectful. It also provides the reading standards and objectives for the week, which include analyzing themes, characters, and language in literature as well as writing skills. The schedule details activities for each day such as reading poems, learning about literary elements, and drafting a personal essay.
Culture, Communication And Customs Of LearningNewportCELT
Dr Nicola Woods of the University of Wales, Newport, presentation on the PGCert Developing Professional Practice in Higher Education in the Centre for Excellence in Learning and Teaching (CELT) on 20th January 2010.
This document provides the lesson plan for a 6th grade poetry unit. The objective is for students to broaden their understanding of poetry through exposure to different poem types and then writing their own "bio poems". Students will analyze poems, identifying literary devices. They will then create bio poems about themselves following a specific format. Assessment will be based on correctly applying the bio poem structure. The lesson involves defining poetry, discussing literary elements, reading sample poems, explaining the bio poem activity, and allowing time for creation and sharing.
This document outlines a teaching and learning sequence for exploring poetry. It begins with an explore stage where teachers activate students' prior knowledge about poetry and its elements. A variety of engaging activities are suggested to get students thinking about different types of poetry. The next firm up stage involves analyzing specific poems in more depth through close reading exercises. Activities help students understand poetic devices, tone, mood, and other literary elements. The final deepen stage prompts critical thinking by having students reflect more deeply on the poems and their themes through imaginative exercises and creative writing assignments. The overall goal is to help students demonstrate an understanding of poetry and how its various qualities convey rich ideas.
This document provides an introduction to poetry, including important terminology like diction, imagery, mood, and theme. It discusses tips for reading poetry like slowing down, multiple readings, and using SALTT (Speaker, Audience, Life message/Theme, Topics, Techniques). Poetic techniques are defined, including the use of lines, images, sound, rhythm, and creative density. Students are asked to analyze how song lyrics demonstrate these poetic elements and terms.
Brian Housand, PhD
http://brianhousand.com
SEM-R: Schoolwide Enrichment Model Reading Framework
Presentation at Olde Providence Elementary
Charlotte, NC
September 9, 2010
The document outlines a lesson plan for teaching literary devices and figurative language to students through popular music. It begins by assessing students' prior knowledge of poetry and vocabulary. Students then analyze lyrics from songs like "Mean" by Taylor Swift to identify devices like metaphor and simile. They practice in groups identifying devices in other songs before choosing their favorite example. The lesson aims to show students that songs are like poems set to music to improve their view of poetry.
The document outlines the Schoolwide Enrichment Model - Reading (SEM-R) framework which is designed to provide differentiated reading instruction to meet the needs of individual students. The SEM-R uses three phases - exposure, training and self-selected reading, and interest and choice components - to increase student enjoyment in reading, improve reading skills, and encourage independent reading. The goal is to help students shift from learning to read to reading to learn.
The document outlines the expectations and schedule for an English 9 semester 2 class, including arriving on time, having no cell phones, and being respectful. It also provides the reading standards and objectives for the week, which include analyzing themes, characters, and language in literature as well as writing skills. The schedule details activities for each day such as reading poems, learning about literary elements, and drafting a personal essay.
Culture, Communication And Customs Of LearningNewportCELT
Dr Nicola Woods of the University of Wales, Newport, presentation on the PGCert Developing Professional Practice in Higher Education in the Centre for Excellence in Learning and Teaching (CELT) on 20th January 2010.
This document provides the lesson plan for a 6th grade poetry unit. The objective is for students to broaden their understanding of poetry through exposure to different poem types and then writing their own "bio poems". Students will analyze poems, identifying literary devices. They will then create bio poems about themselves following a specific format. Assessment will be based on correctly applying the bio poem structure. The lesson involves defining poetry, discussing literary elements, reading sample poems, explaining the bio poem activity, and allowing time for creation and sharing.
This document outlines a teaching and learning sequence for exploring poetry. It begins with an explore stage where teachers activate students' prior knowledge about poetry and its elements. A variety of engaging activities are suggested to get students thinking about different types of poetry. The next firm up stage involves analyzing specific poems in more depth through close reading exercises. Activities help students understand poetic devices, tone, mood, and other literary elements. The final deepen stage prompts critical thinking by having students reflect more deeply on the poems and their themes through imaginative exercises and creative writing assignments. The overall goal is to help students demonstrate an understanding of poetry and how its various qualities convey rich ideas.
This document provides an introduction to poetry, including important terminology like diction, imagery, mood, and theme. It discusses tips for reading poetry like slowing down, multiple readings, and using SALTT (Speaker, Audience, Life message/Theme, Topics, Techniques). Poetic techniques are defined, including the use of lines, images, sound, rhythm, and creative density. Students are asked to analyze how song lyrics demonstrate these poetic elements and terms.
Brian Housand, PhD
http://brianhousand.com
SEM-R: Schoolwide Enrichment Model Reading Framework
Presentation at Olde Providence Elementary
Charlotte, NC
September 9, 2010
The document outlines a lesson plan for teaching literary devices and figurative language to students through popular music. It begins by assessing students' prior knowledge of poetry and vocabulary. Students then analyze lyrics from songs like "Mean" by Taylor Swift to identify devices like metaphor and simile. They practice in groups identifying devices in other songs before choosing their favorite example. The lesson aims to show students that songs are like poems set to music to improve their view of poetry.
1. The lesson plan aims to teach students about story plots by defining the key elements of a plot and their significance to comprehending texts.
2. Students will review plot elements through a PowerPoint, reading short stories, and creating their own graphic organizers to diagram plots.
3. The lesson emphasizes that understanding the five major parts of a plot - opening, rising action, climax, falling action, and resolution - helps with comprehending how each part contributes to the overall meaning.
This lesson plan is for a 9th grade poetry unit. Students will analyze and discuss the poem "Break, Break, Break" through vocabulary exploration, reading, and conversation. They will reflect on the poem's message and create their own poem about friends and family they are grateful for. Assessment will include peer feedback and maintaining a poetry portfolio. The lesson involves reading, writing, and interpreting poems to meet standards in analyzing genre, imagery, and language.
Applying Thinking Skills When Teaching a Novel ETAI 2010
1. The document outlines seven elements for teaching "Schindler's List" in class, including pre-reading discussion, reading comprehension questions, analyzing literary elements, introducing critical thinking skills, and connecting the text to real-world contexts.
2. Key elements involve having students answer basic questions about each chapter, identify literary devices like foreshadowing and themes, compare characters, and understand motives by role-playing characters from the book.
3. The lesson culminates with watching the film adaptation, visiting Holocaust memorial sites, and synthesizing their understanding of Schindler, the Holocaust, and examples of non-Jews who helped Jews during that time.
An introduction to autobiography and biography Jonah Howard
This document provides an introduction to autobiographies and biographies, including definitions, examples, and guidance on how to write one. It defines an autobiography as a self-written account of one's own life, while a biography is written about someone else. Famous autobiographies discussed include works by Benjamin Franklin, Thomas Jefferson, Charles Darwin, and others. Key differences between diaries and autobiographies are outlined. Guidance is provided on topics to consider for an autobiography, including structure, style, editing, and publishing options. Biography is defined as the story of someone's life written by another person.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
English 101 was taught as a hybrid class for the first time, incorporating online discussions, a class wiki, and out-of-class peer reviews. For discussions, students created questions and responded online by certain deadlines. The wiki allowed posting of class concepts and terms. Peer reviews of final projects were done using rubrics accessed online rather than in class. Results showed students liked discussion flexibility but needed support, some fell behind. Maintaining both a wiki and discussions was too much work. Students could successfully do peer reviews outside of class with proper training. It was harder for the instructor to know individual students in the hybrid format. Independent workers may do better online.
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
This document appears to be a syllabus for a World Literature: Horror course from Spring 2015. It outlines the course structure, assignments including discussions, reading quizzes, journals/blogs/wikis and a literary analysis paper. It introduces the instructor, Laura Govia, and her minion assistants - Le Chapeau, Magpie, Monk, and Big Green Head - who will provide reviews on grammar, developing a thesis, organizing an argument, and more. The grading criteria is also summarized for the various assignments.
The lesson plan aims to teach students about heroes using the example of Kakutsa Cholokashvili. Students will analyze the characteristics of a hero, identify which activities demonstrate courage, challenges and risks. They will read about Kakutsa Cholokashvili's biography and activities fighting Soviet occupation in Georgia. Finally, students will write an essay analyzing how Kakutsa Cholokashvili embodied the characteristics of a hero through his resistance.
The document outlines the curriculum for different grade levels, including genres of literature, elements of poetry, grammar concepts, and enduring understandings. It provides examples of literary works that will be covered, as well as assignments on argumentation, letters, African culture, and Egyptian literature. Requirements, outputs, assessments, and learning profiles are also defined for students.
This lesson plan is for an 11th grade English Literature class that will analyze the poem "The Manhunt" as preparation for an upcoming exam. The plan outlines learning objectives for students to understand the ambiguous title, identify metaphors, and analyze the poem's meaning. Students will first discuss the title and their initial thoughts on reading the poem. Then they will analyze couplets in pairs before writing a short paragraph explaining a technique and their interpretation of the poem's meaning. Differentiation strategies include extension tasks for more able students and question sheets for those who find poetry more difficult.
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...Rebecca Joseph
We believe that all high school English teachers can help students begin to prepare for college by embedding personal narratives into their curricula. Students must write powerful college application and scholarship essays as seniors. What better way to help students write authentic stories by helping them throughout high school learn how to write about themselves?
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
This document outlines the class agenda, assignments, and readings for a college course on identity and passing over 11 weeks. It includes weekly class presentations, discussions, lectures, and in-class writing assignments. Students are assigned readings, response posts, and essays on topics like personal and racial passing. They develop an outline and thesis for their final research paper comparing trickster characters (Essay 4). The course introduces concepts and literary works on identity, passing, and how individuals navigate social expectations and norms around race, gender, sexuality and more. Assignments require close analysis of texts and developing arguments through multiple drafts.
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
The document provides instructions and assignments for students, including working with a base group on a character strengths poster, watching a video for a quiz, and annotating additional readings in an online tool. Homework includes reading for the following week and continuing to add notes online. The document also includes sample citations, instructions for an assignment, and a description of letter grades.
This document discusses the topic of negotiation. It begins by defining negotiation as an interpersonal process for achieving objectives that cannot be met alone. It then outlines the main types of negotiation as formal and informal. The document emphasizes the increasing importance of negotiation due to factors like job mobility and globalization. It provides an overview of approaches to negotiation like bargaining strategies and integrative bargaining. Additionally, it covers concepts such as the bargaining zone and outlines the key steps and factors for successful negotiation outcomes.
The Sales Growth Hub welcomes Mike Faherty, Founder and CEO of ProSales Connection, where he will discuss how to get the most out of sales meetings.
Getting the meeting with a prospect is only part of the battle. If you don’t know how to execute the meeting to extract the information you need in order to qualify the prospect and generate a lead, you will not be getting the most out of that extremely valuable time.
In this webinar, we will show you exactly what you need to do in your sales meetings. You will not only get better results, you will look like a rockstar in the process.
1. The lesson plan aims to teach students about story plots by defining the key elements of a plot and their significance to comprehending texts.
2. Students will review plot elements through a PowerPoint, reading short stories, and creating their own graphic organizers to diagram plots.
3. The lesson emphasizes that understanding the five major parts of a plot - opening, rising action, climax, falling action, and resolution - helps with comprehending how each part contributes to the overall meaning.
This lesson plan is for a 9th grade poetry unit. Students will analyze and discuss the poem "Break, Break, Break" through vocabulary exploration, reading, and conversation. They will reflect on the poem's message and create their own poem about friends and family they are grateful for. Assessment will include peer feedback and maintaining a poetry portfolio. The lesson involves reading, writing, and interpreting poems to meet standards in analyzing genre, imagery, and language.
Applying Thinking Skills When Teaching a Novel ETAI 2010
1. The document outlines seven elements for teaching "Schindler's List" in class, including pre-reading discussion, reading comprehension questions, analyzing literary elements, introducing critical thinking skills, and connecting the text to real-world contexts.
2. Key elements involve having students answer basic questions about each chapter, identify literary devices like foreshadowing and themes, compare characters, and understand motives by role-playing characters from the book.
3. The lesson culminates with watching the film adaptation, visiting Holocaust memorial sites, and synthesizing their understanding of Schindler, the Holocaust, and examples of non-Jews who helped Jews during that time.
An introduction to autobiography and biography Jonah Howard
This document provides an introduction to autobiographies and biographies, including definitions, examples, and guidance on how to write one. It defines an autobiography as a self-written account of one's own life, while a biography is written about someone else. Famous autobiographies discussed include works by Benjamin Franklin, Thomas Jefferson, Charles Darwin, and others. Key differences between diaries and autobiographies are outlined. Guidance is provided on topics to consider for an autobiography, including structure, style, editing, and publishing options. Biography is defined as the story of someone's life written by another person.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
English 101 was taught as a hybrid class for the first time, incorporating online discussions, a class wiki, and out-of-class peer reviews. For discussions, students created questions and responded online by certain deadlines. The wiki allowed posting of class concepts and terms. Peer reviews of final projects were done using rubrics accessed online rather than in class. Results showed students liked discussion flexibility but needed support, some fell behind. Maintaining both a wiki and discussions was too much work. Students could successfully do peer reviews outside of class with proper training. It was harder for the instructor to know individual students in the hybrid format. Independent workers may do better online.
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
This document appears to be a syllabus for a World Literature: Horror course from Spring 2015. It outlines the course structure, assignments including discussions, reading quizzes, journals/blogs/wikis and a literary analysis paper. It introduces the instructor, Laura Govia, and her minion assistants - Le Chapeau, Magpie, Monk, and Big Green Head - who will provide reviews on grammar, developing a thesis, organizing an argument, and more. The grading criteria is also summarized for the various assignments.
The lesson plan aims to teach students about heroes using the example of Kakutsa Cholokashvili. Students will analyze the characteristics of a hero, identify which activities demonstrate courage, challenges and risks. They will read about Kakutsa Cholokashvili's biography and activities fighting Soviet occupation in Georgia. Finally, students will write an essay analyzing how Kakutsa Cholokashvili embodied the characteristics of a hero through his resistance.
The document outlines the curriculum for different grade levels, including genres of literature, elements of poetry, grammar concepts, and enduring understandings. It provides examples of literary works that will be covered, as well as assignments on argumentation, letters, African culture, and Egyptian literature. Requirements, outputs, assessments, and learning profiles are also defined for students.
This lesson plan is for an 11th grade English Literature class that will analyze the poem "The Manhunt" as preparation for an upcoming exam. The plan outlines learning objectives for students to understand the ambiguous title, identify metaphors, and analyze the poem's meaning. Students will first discuss the title and their initial thoughts on reading the poem. Then they will analyze couplets in pairs before writing a short paragraph explaining a technique and their interpretation of the poem's meaning. Differentiation strategies include extension tasks for more able students and question sheets for those who find poetry more difficult.
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...Rebecca Joseph
We believe that all high school English teachers can help students begin to prepare for college by embedding personal narratives into their curricula. Students must write powerful college application and scholarship essays as seniors. What better way to help students write authentic stories by helping them throughout high school learn how to write about themselves?
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
This document outlines the class agenda, assignments, and readings for a college course on identity and passing over 11 weeks. It includes weekly class presentations, discussions, lectures, and in-class writing assignments. Students are assigned readings, response posts, and essays on topics like personal and racial passing. They develop an outline and thesis for their final research paper comparing trickster characters (Essay 4). The course introduces concepts and literary works on identity, passing, and how individuals navigate social expectations and norms around race, gender, sexuality and more. Assignments require close analysis of texts and developing arguments through multiple drafts.
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
The document provides instructions and assignments for students, including working with a base group on a character strengths poster, watching a video for a quiz, and annotating additional readings in an online tool. Homework includes reading for the following week and continuing to add notes online. The document also includes sample citations, instructions for an assignment, and a description of letter grades.
This document discusses the topic of negotiation. It begins by defining negotiation as an interpersonal process for achieving objectives that cannot be met alone. It then outlines the main types of negotiation as formal and informal. The document emphasizes the increasing importance of negotiation due to factors like job mobility and globalization. It provides an overview of approaches to negotiation like bargaining strategies and integrative bargaining. Additionally, it covers concepts such as the bargaining zone and outlines the key steps and factors for successful negotiation outcomes.
The Sales Growth Hub welcomes Mike Faherty, Founder and CEO of ProSales Connection, where he will discuss how to get the most out of sales meetings.
Getting the meeting with a prospect is only part of the battle. If you don’t know how to execute the meeting to extract the information you need in order to qualify the prospect and generate a lead, you will not be getting the most out of that extremely valuable time.
In this webinar, we will show you exactly what you need to do in your sales meetings. You will not only get better results, you will look like a rockstar in the process.
Negotiation skills - Key concepts when planning a negotiationPatricia Maguet
This document provides an overview of key concepts for negotiating skills. It defines negotiation as formal discussions to reach an agreement when there are conflicting interests between parties. Preparing for negotiation involves identifying objectives, issues, positions, roles of those involved, interests and needs of parties. Other important concepts covered include gathering relevant information, setting ground rules, understanding best and worst alternatives to an agreement (BATNA and WATNA), leverage, and ensuring any agreement reached is properly implemented. The overall summary is that effective negotiation requires understanding all perspectives and having clear objectives, while also considering backup plans if an agreement cannot be reached.
I presented an hour session on overcoming objections at Richard Mulvey's Power Series in Cape Town (21 April), Durban (22 April 2015) and Johannesburg (23 April 2015).
Negotiation is a process of communication between two or more parties to influence each other and reach an agreement. It can involve compromise to benefit both sides. There are two main types of negotiation: distributive negotiation which focuses on fixed resources and competitive goals, and integrative negotiation which aims to find mutually beneficial outcomes through problem solving and addressing underlying interests. Key factors for successful negotiation include thorough planning, understanding different perspectives, ensuring the right stakeholders are represented, and finding possible compromises.
Negotiation PowerPoint Slides include topics such as: basic components of negotiation, questions to ask, identifying the issues, assembling the facts, negotiation success strategies, techniques, and tactics, pros and cons of various negotiation approaches, 22 characteristics of effective negotiation, mediation, arbitration, maximizing your appearance and mannerisms, how to's and much more.
The document provides training for salespeople on sales techniques. It discusses the importance of planning, introducing oneself professionally to prospects, demonstrating products effectively, and closing the sale. It emphasizes appearance, manners, attitude, knowing the products and customers, and having a goal of earning as much as possible through hard work. The 5 basic steps to success are outlined as planning, introduction, presentation, demonstration, and closing.
1) The lesson plan is about teaching 7th grade students about Nikola Tesla through reading his biography.
2) The lesson involves dividing students into groups to research and discuss questions about Tesla's life and inventions.
3) The main goals are for students to understand biographies as a literary genre, recognize Tesla's contributions as a scientist, and develop research skills.
The document provides advice on how to earn a first class degree, emphasizing the importance of taking innovative approaches in essays such as developing original arguments, making unexpected connections between ideas, and questioning underlying assumptions. It also discusses how different disciplines have differing expectations for writing and demonstrating knowledge. Specific examples are given of students who took innovative approaches to essay topics and earned high marks as a result.
The document discusses issues of voice in second language writing. It includes comments from several participants in a discussion on how L2 writers' voices are shaped by their cultural backgrounds and experiences with different discourse communities. Some key points discussed are: how assertions may come across differently across cultures; the need to balance fostering students' voices with meeting audience expectations; and the idea that learning a new language involves taking on aspects of that language's culture and rhetoric.
The document discusses critical literacy and strategies for promoting literacy agency in students. It provides examples of student perspectives that demonstrate a lack of connection to reading in school. The document then discusses the goals of disrupting the commonplace, considering multiple viewpoints, focusing on the sociopolitical, and taking action as part of critical literacy. Specific strategies are outlined under each goal, such as selecting challenging texts, incorporating student literacy narratives, questioning structures that label students, and encouraging student resistance through metacognition and developing literacy agency. The overall aim is to help students reconnect with reading by implementing a philosophy of critical literacy.
This session is designed to help you find the books and journal articles you need quickly and easily, using library catalogues and online academic resources. It explains the various scholary format and offers tips on active reading and notemaking.
Themes and issues overview and approach 2011 versionpworth01
This document provides an overview of a first year psychology module titled "Themes and Issues in Psychology" that will run during the 2011/2012 academic year. The module is worth 30 credits and includes 4 assessments. It aims to introduce students to the origins and approaches of psychology and explore key topics and debates. Support resources are available to help students succeed in the module and develop self-awareness and employability skills.
This document provides an overview and objectives for an English 1A course titled "Remix: Reflect, Inform, Persuade". The course will focus on developing writing skills, analyzing techniques in fiction and non-fiction, conducting research, and understanding arguments. It will examine how contemporary culture and identity shape each other. Students will complete reading and writing assignments, participate in discussions, and explore how writing and reading are connected as ways of thinking and discovering beliefs. The course aims to develop confident, critical thinkers through an engaged community of learners.
This document provides a lesson plan on analyzing literary texts through the biographical context of the author. It includes objectives to identify the central theme of a text and analyze it by examining the author's biography. Students will read poems by Paul Laurence Dunbar and Alice Moore Dunbar-Nelson, researching the authors' backgrounds, and answering questions about how the authors' lives influenced their writings. Additionally, students will write their own autobiographical pieces and poems based on a partner's work to understand an author's perspective.
21st Century Literature_Unit 1_Lesson 1_Literary Reading Through a Biographic...SHERRYMAEMINGO
This document provides a lesson on analyzing literary texts through understanding the biographical context of the author. It introduces strategies for reading works based on the author's life experiences, beliefs and circumstances. Examples are given of analyzing poems by Paul Laurence Dunbar and Alice Moore Dunbar-Nelson. Students are assigned to read and analyze Edgar Allan Poe's short story "The Tell-Tale Heart", researching his background to understand how it influenced his writing.
The document summarizes an interview with Ronald Barnett about his process for academic writing. Barnett discusses how he begins with a problem or question to address, then draws on internal conversations with ideas from his library and conversations with authors. He also draws inspiration from his own experiences in academia. Barnett sees writing as a creative and passionate process, with the reader always in mind. He crafts his writing through careful attention to individual paragraphs and choice of words to communicate effectively and potentially change the reader's perspective.
The document contains the agenda for a day of ELA teacher training. The morning includes social time, discussing trends in young adult literature, and celebrating small classroom successes. Teachers will then participate in a close reading activity, followed by working on writing workshops. In the afternoon, teachers will discuss different types of engaged and disengaged readers through a jigsaw activity, consider alternatives to whole-class novels, and learn about creating close reading lessons.
This document provides publishing information for the book "Critical Thinking, Reading, and Writing". It lists the developmental editor, production editor, assistant production manager, marketing manager, editorial assistants, copyeditor, senior art director, text designer, cover designer, composition, printing and binding company, president, editorial director, editor in chief, director of marketing, director of editing, design and production, associate director of editorial production, managing editor, library of congress control number, and copyright information. It also provides acknowledgments and notes that acknowledgments and copyrights can be found at the back of the book.
This document outlines the syllabus for a writing class called "Writing Across Borders." The goal of the class is for students to write a 3-4 page analytical essay on a work of art. Throughout the semester, students will engage in discussions, writing workshops, and one-on-one meetings with the instructor to develop their writing skills. They will read works from various genres and cultures to draw inspiration from. The class will focus on finding students' individual voices as writers during the first half, and on completing the final essay during the second half. Students will be graded based on attendance, participation, and written work.
This document discusses research into using blogging to improve student learning. Students in an education degree were required to write blog posts and comments about academic readings. The research found that blogging led students to read more widely, have richer discussions of texts, develop more sophisticated thinking, and feel more engaged with their studies. However, students found commenting on each other's posts unproductive and it raised issues around identity and confidence. Overall, blogging showed potential to improve learning but challenges remain around facilitating discussion and building students' confidence.
Here are some key points the groups may discuss about the statements on page 74:
- The essentialist view that cultures have clear boundaries and people exclusively belong to one culture is an oversimplification. Cultures are fluid and dynamic, with blurred boundaries.
- People have multiple, overlapping cultural identities that change over time based on their experiences and interactions. They cannot be reduced to a single cultural label.
- Understanding someone from another culture requires seeing them as a complex individual, not just as a representative of their presumed culture. Stereotypes are limiting and often inaccurate.
- Culture is a verb - it's something societies and groups do and display through complex, evolving characteristics. It can't be pinned down or essentialized
A Plea For Reflexivity The Writing Of A Doctoral Dissertation Biography (Dra...Karin Faust
This document discusses the writing of a "dissertation biography" by the author to account for and reflect on the process of writing their doctoral dissertation. Key points:
- A dissertation biography is a research diary that blends reflections on academic concerns related to dissertation writing with personal experiences of becoming a researcher.
- It provides a way to channel the "dialectical nature" of dissertation writing, which involves tensions between the product (dissertation) and process.
- The author describes how they came to the idea of writing their own dissertation biography, drawing on past interests in research processes and suggestions from literature and advisors.
- In addition to reflecting the dissertation writing process, a dissertation biography also documents one
Thinkers’ Alchemy: Using “The Alchemist” to Stimulate Critical ThinkingMonique Senseii
This paper presentation seeks to encourage teachers to no longer view literature as something not practical for ESL/EFL students, but as a necessary part in building students’ English skills. Teachers will learn how to feel more confident in their ability to help students use modern literature, such as “The Alchemist,” to express personal thoughts and listen attentively to others. This session will enhance teachers’ capacity to more easily comprehend their students’ personal experiences as it relates to the novel’s young protagonist coming of age during a travel adventure.
This document discusses students using various Web 2.0 tools like YouTube, voki, xtranormal, pixton comics, polyvore, and rage comics to help tell their personal narratives. The tools allowed students to self-select which ones best assisted in sharing their stories.
This is the checklist used by students to help them self-assess to identify strengths and weaknesses of their essays.
Scroll down to the third page and you'll see the rubric I used for the final, summative assessment. It has the wrong title on it - 'belonging' oops!
This document provides a scaffold for students to self-assess and receive teacher feedback on a creative writing assignment about belonging. It includes criteria like exploring aspects of belonging, using paragraphs correctly, creating distinctive voices and settings, and using language techniques. Students rate their own work and receive teacher comments on their strengths and areas for improvement on grammar, style, and meeting the goals of the assignment.
This document outlines the key features of an online learning platform, including small groups, posts, files, links and embeds to share content; cloud storage for files; badges for achievements; a calendar for scheduling; assignments for learners; polls to engage learners; and quizzes to assess understanding.
1) The document provides information on how a student named Bianca Hewes can earn experience points (XP) and level up in a virtual simulation called Earth 2012 by completing various tasks.
2) Bianca is a member of a news reporting team that is tasked with documenting the madness on Earth in 2012 and investigating the play Cosi by Louis Nowra.
3) The document outlines the types of reports Bianca can produce (written, video, audio) and how many XP each will earn, as well as additional ways to earn XP like sharing resources, research tasks, and social media engagement.
The document outlines a class project to compile an anthology of short stories about resilience to help young people facing challenges. Students will research resilience by discussing it with other schools, analyzing case studies, and exploring issues like depression. They will then write original stories, publish an eBook, and hold a book launch event. The goal is for students to become experts in resilience, short stories, and The Catcher in the Rye through this collaborative, multi-step process.
Learning spaces are environments designed for educational purposes. They aim to facilitate and enhance the learning experience through their physical layout and available resources. Modern learning spaces often incorporate flexible furniture, technology, and interactive features to encourage collaboration between students and engagement with course material.
The document provides instructions on how to write an English essay. It explains that essays should use objective language and avoid first-person pronouns. An essay has an introduction that outlines the topic and thesis, a body with paragraphs analyzing evidence through techniques and their effects, and a conclusion that restates the thesis. Transitional phrases, verbs of doing, and causal conjunctions should be used to link paragraphs and show relationships between ideas and the essay question.
The document discusses Pink Floyd's song "Another Brick in the Wall" and its protest against the conformity and oppression of students by an outdated education system. It analyzes the metaphor of students being represented as bricks in the wall, losing their individuality. It also examines the repetitive line "We don't need no education" and how this reinforces the song's message about education. The conclusion is that self-expression and freedom are important for a thriving society, while oppression and conformity should be opposed as they prohibit this.
The document discusses Pink Floyd's song "Another Brick in the Wall" and its protest against the conformity and oppression of students by an outdated education system. It analyzes the metaphor of students being like bricks in a wall, losing their individuality. It also examines the repetitive line "We don't need no education" and how this reinforces the song's message about education. The conclusion is that self-expression and freedom are important for a thriving society, while oppression and conformity should be opposed as they prohibit this.
Students will explore whether cyborgs can write poetry. They will research and write an original poem answering this question. As a group, they will compile an anthology of visual poetry titled "Poems for Un-natural Life" on a weebly site. Finally, the group will present their poems to an audience including family, friends, and working Australian poets. Students can earn an additional 20% by contributing helpfully to the online discussion forum.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
8. Why am I presenting here today? Dr Peter Marks, Sydney University Teacher stole Yeats Positive student response To share with others my passion for Orwell’s essays To share with others my passion for Module B: Critical Study of Texts I Orwell
11. … and Module B: Critical Study of Texts How does it make you feel?
12. English Advanced at a glance … Belonging – focus on an idea Module A – focus on context Module B – focus on the text Module C – focus on the intent
13. The Frames Your personal response to the essay Contextual information: responder’s and composer’s Subjective Cultural Structural Critical Your detailed analysis of the essay’s language, content and construction How the essays have been received since their composition SOURCE: Visual Arts Stage 6 Syllabus
14. Using the frames for Module B: Subjective: your initial ideas about the essay and its meaning (Stage 6 Syllabus: This module requires students to engage with and develop an informed personal understanding of their prescribed text.)
15. Subjective Frame- ‘How to?’ Students read through the essays independently. Teacher provides broad stimulus questions focusing on subject matter, key ideas, engagement and relevance to own world.
16. Recording subjective response … Students to record their responses in a journal. This may be: Hand-written in journal booklet Added to a class edmodo group Posted on a class blog Recorded via video in OneNote Added to a class Ning
17. Discussing the subjective response … Formal and informal class discussions should focus on these initial subjective responses. This may be: Whole class discussion Circle-time Small group discussions
18. Subjective frame and Orwell … What did my students say after first reading Orwell’s essays? I don’t understand what he’s talking about. They’re so long. I find it boring and hard to concentrate. What does this have to do with my world?
19. Subjective frame and Orwell … We did it ‘Old Skool’!! Students kept a hand-written (yep, you read right!) journal to reflect on their initial subjective response to Orwell’s essays. Hmmm…
20. Subjective frame and Orwell … Questions I had them answer … What do you feel when you first read the essay? What does the essay remind you of? What is Orwell expressing in this essay? From your initial reading of the essays, what do you think is Orwell’s perception of the world?
21. Subjective frame and Orwell … Questions I had them answer … What aspects of his essays did you find difficult? Why? What aspects of his essays did you find appealing? How do you think your reading of the essays is altered by your own perception of the world? Give an example from one or more of the essays. What similarities can you identify between the essays set for study?
22. Using the frames for Module B: Cultural: a consideration of the impact that context has on the poem’s meaning (Stage 6 Syllabus: Students explore how context influences their own and others’ responses to the text and how the text has been received and valued.)
23. Cultural Frame- ‘How to?’ Create a ‘web quest’ – a wiki is great for this. Direct students to web based information and have questions/activities that they must complete. Student-created wikis – each student is given responsibility for one aspect of Orwell’s context.
24. Cultural Frame- ‘How to?’ Library research, filling in tables and class discussion
29. Cultural Frame and Orwell … Contextual aspects to discuss: Name change: Eric Blair George Orwell Burma Spanish Civil War WWII – fascism, communism, socialism etc. Popular culture and media of the day
30. Using the frames for Module B: Structural: a deconstruction of the poem’s distinctive features and how these work to create meaning (Stage 6 Syllabus: Through critical analysis and evaluation of its language, content and construction, students will develop an appreciation of the textual integrity of their prescribed text.)
32. Structural frame and Orwell … How did I do it? Old skool! Read notes on what an essay is from a collection of essays from 1922. (Thanks Sydney Uni!) A close analysis in class led by me. Students took notes.
33.
34. Orwell’s essays and rhetoric … Orwell ‘speaks’ to his readers, and therefore he often uses rhetorical devices: Asyndeton Anaphora Rhetorical questions Logos, Ethos, Pathos
36. The unity of a text; its coherent use of form and language to produce an integrated whole in terms of meaning and value. From: English: Stage 6 Syllabus Board of Studies NSW p.145
38. Final note – HOMEWORK! Questions based on Frames and Blooms Revised Taxonomy to help them prepare for Section I, Paper I.
39. Using the frames for Module B: Critical: considering the interpretations/perspectives of others on the meaning of the poem (Stage 6 Syllabus: They refine their own understanding and interpretations of the prescribed text and critically consider these in the light of the perspectives of others.)
40. John Rodden, Orwell scholar, posits that Orwell has been variously celebrated as a rebel, common man, prophet, and saint. The Politics of Literary Reputation: The Making and Claiming of ‘St. George’ Orwell. Rodden, J
45. Great critical quotes … ‘Though a socialist, he wrote for the market, and he knew how to keep the customer satisfied.’ ‘"Orwell" is a fiction. Blair created him… He's an attitude, not a real human being, and we enjoy seeing the attitude apply itself to real subjects.’ ‘His blunt sentences, graceful without obvious mannerism, deliver casual shocks to the reader's expectations.’ Joseph Sobran
46. Using the frames for Module B: Back to subjective: return to your original ideas and reflect on how these have been shaped by what you have learnt by exploring the cultural, structural and critical frames (Stage 6 Syllabus: This module requires students to engage with and develop an informed personal understanding of their prescribed text.)
47. Reflections of a Band 6 student … Via a text chat, she reflected on studying Orwell: ‘I discovered the beauty of essay-writing which allowed me to be both creative and critical in my own essays.’ ‘I liked the frames for looking at how to break down the elective and evaluate the essays. But once I had my own ideas, I didn’t use it much.’ ‘I enjoyed going through the essays together in class. It really showed the depth of his work.’ ‘The original thought thing was powerful – teenagers like to think of themselves as unique!’ ‘Why do so few teachers get their students to do Orwell?’
48. Questions to Dr Marks … Did Orwell have a deeper purpose than attempting to assist in the understanding of people's own ideals that they have not properly contemplated? Yes, I think he thought that most people (including himself) fell tooeasily into lazy thinking, one signal of which was the unreflective use oflanguage. Worse than the individual failing, though, was that whole societies mightdescend into automatic thinking and/or they might be manipulated into thisby a sufficiently totalitarian state. You might think of political slogansas the epitome of this … A recent equivalent thatsounds eerily like this mindless chant is Obama's 'Yes We Can' riff soeagerly taken up by his supporters at rallies.In PATEL a major point is not simply that people in authority can writebadly, and that this signals their lack of real intellectual engagement, butthat individual citizens need to be alert to their own failings as thinkers,speakers and writers. Language matters.
49. Questions to Dr Marks … Do you believe that Orwell was purposely antagonistic to provoke thought, while actually being disingenuous in some of the arguments he made? Did he really believe what he was saying? There are times when Orwell does goes out to antagonise in order to provoke those he thinks are likely to be his readers. For instance, in arguing for Socialism in The Road to Wigan Pier he writes that when most people think of socialists they think of nudists, sandal wearers, fruit juice drinker, feminists and other weird types. Given that some of these people are the very ones who would read the book, you can see that there's a clear intention to stir the pot. This doesn't mean that Orwell wasn't antagonistic to these types, but that he was capable of using hyperbole to unsettle some readers.
50. What did I learn? What makes a good essay. Boys and girls love Orwell – usually for different reasons. Orwell is part of a log philosophical tradition. The difference between Orwell as essayist and Orwell as novelist Teenagers connect powerfully to what Orwell says about original thought.
51. Why will I teach Orwell again? Students to write better and appreciate the are of essay writing Students learn to avoid regurgitating other people’s ideas as their own Easier for students to focus their textual analysis Obscurity of text choice The pleasure of spending time with Orwell and his antagonistic persona!
52. MARKING GUIDELINES Ability to respond to the question Ability to write well Understands requirements of module
53. 29, 000 students studied Module B. Only 350 of them studied George Orwell’s Essays. Why?
54. People who have inspired me: Prue Greene – Navigating the Visual Applying the frames to a study of visual texts in the English classroom Mark Howie - A Transformative Model of Programming 7-10 English, mETAphor, November 2003 Applying the frames to programming Darcy Moore - Whale Rider: A film and gender unit for Stage 5 English Applying the frames to a program for the English classroom
Obscure text choice – requires confidence to go ‘outside of the box’ – many other great texts to choose from, so why Orwell? Explain the reasons behind me choice – be honest, wanted to do Yeats or Hamlet but poetry was stolen and had HSC marking experience of how poorly Shakespeare was done in Module B.
HSC Marking experience suggests that many teachers simply do not know how to approach (or teach) Module B. It has become a controversial module, as the BOS have changed their interpretation of it significantly over the last 8 years. We won’t get into the politics of it. Essentially, teachers find Module B difficult, and this is reflected in their students’ responses in the HSC examination.
This is how I view the English Advanced course. It helps the students also, as they know what there focus is to be in their responses. The best responses – those that manage to get into the elusive A range – dedicate their discussion entirely to the text. Their analysis is tight, and this is reflected in their evaluation of the texts language, forms, features and structures which in turn informs their appreciation of its enduring significance.
This is an approach to teaching Module B. You can teach it explicitly to the students (in that they can actually indicate which ‘frame’ they are currently looking at the text through) or you can use it as a way of programming for Module B. I do the former – I like the students understanding my teaching method, plus I think it also helps them understand the requirements of the module better. It is NOT expected that students discuss the frames in their extended responses. STORY: Students saying ‘I found Harwood boring and irrelevant’.
The DER has opened up numerous possibilities for online communication of ideas. For the last three years I have successfully used blogs and wikis for my senior classes. It must be remembered that within three two years time, our HSC students will be constantly connected thanks to their netbooks.
The name of the book is on your handout!
Too much time spent in class on context can really confuse the students. They think that this must be very important, and therefore retell all about it in their essays. This is a great big no, no! Only teach what is relevant to developing an understanding of the text being studied. If students are interested – let them research at home!
History kids love this – capitalise on what they know. I appointed ‘captains’ to lead small group discussions about the world at the beginning of the century. I’m an English/Drama teacher – they had the knowledge that I didn’t and I used them as a source of knowledge. Once again, don’t labour it – make it interesting. Relate it to their world – what ‘ism’s are around today. What is more popular – trashy novels (aka Twilight) or literary fiction? What do more people watch, romantic comedies or foreign or art house films? Why?
This is the stuff that English teachers know and love. This is why I love Module B. It’s one text that we can look at really closely, pull apart, investigate and consider what it means to us and why it is valued by so many people.
First time any of my students had studied essays at school. Always had to write them, but only ever had student exemplars as models (or teacher-written hack jobs) and never professional writer as essayist. We brainstormed what they knew about essays. This really affected the quality of the essays that were written – they became more aware of the structure, language and logic needed for a great, persuasive and critical response. Also clarity of expression – removing of verbosity ‘wankerism’ and using ‘clear prose’. Also got to the heart of not ‘vomiting up essays’ in exams – not copying the ideas of others (Bored of Studies, tutors, teachers etc) as this degraded their own intellectual powers and really made them one of Orwell’s enemies.
I read and annotated my own copies – you’ll find there is minimal information/analysis of these essays on the web or in books. Discuss Peter Marks and finding him at Syd Uni via Bernard Crick’s introduction. I have copies of my analysis – the focus is on what I saw as his key ideas and language features of his essays.
Orwell often uses languages features typical of a speech – rhetorical devices – this is essential to his style as an essayist, as he writes as though he is speaking directly to you, the reader. One could easily imagine Orwell speaking in precisely the same way he writes.Asyndeton – no conjunctions, just commas.Anaphora – repetition of key words or phrases.Logos: Logos is appeal based on logic or reason.Pathos: Pathos is appeal based on emotion.Ethos: Ethos is appeal based on the character of the speaker. An ethos-driven document relies on the reputation of the author.
We all know what the syllabus says, but what does it really mean? And is it different for a collection of texts, rather than an extended text? Yes, it is. I look at the integrity of the collection of essays, viewing it as a ‘text’, but I also look at the integrity within each essay. With an essay we’re looking closely at Orwell’s use of language to lead logically to his argument’s conclusion. In regards to the collection, I focus on the sustained ideas of Orwell – does he contradict himself, are his arguments satisfying, does he maintain his style and use it effectively to express his key ideas and help the reader understand what he has to say, will this style appeal to a wide audience over time? Ultimately students should be developing their ability to judge whether the essays stand up to close examination. Use Amanda example and HSC rant.
I have copies of these to be put on the ning.
Orwell has become less of a man and more of an ideal for many – he can be shaped and moulded by any critic or writer to suit their own beliefs/needs. He can be interpreted in so many different ways.
Lorryn – top student, creative writer, passionate about language. She told me to ‘be passionate and not lame’ She asked, ‘why are there only 5?’ reflecting her love of Orwell and her surprise that so few people are studying his essays. On the frames –once she had her own ideas didn’t use it much (don’t think she realised that she did it implicitly). Excited that she was allowed to be creative in an essay – never given that freedom before.