The document provides guidance for students working on an essay assignment, including prompts for discussion, examples of student responses, and notes on key elements to address such as form, language, audience, purpose, and context (FLAPC). It encourages unpacking the prompt, stating intentions, and discussing choices in writing. Sample activities include completing a grouping prompt, reading example essays, and creating a statement of intention or explanation.
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
As an official licensee of London 2012, Royal Mail wanted to gain strong share of voice around the Olympics conversation on Twitter and build awareness for its London 2012 commemorative stamps featuring Team GB gold medal winners. Within a few hours of every Team GB gold medal win, Royal Mail debuted the commemorative stamp design as well alongside creative, engaging content. Royal Mail also painted its iconic Royal Mail red post boxes in the athlete’s hometown the colour gold, creating a local element to their campaign.
As an official licensee of London 2012, Royal Mail wanted to gain strong share of voice around the Olympics conversation on Twitter and build awareness for its London 2012 commemorative stamps featuring Team GB gold medal winners. Within a few hours of every Team GB gold medal win, Royal Mail debuted the commemorative stamp design as well alongside creative, engaging content. Royal Mail also painted its iconic Royal Mail red post boxes in the athlete’s hometown the colour gold, creating a local element to their campaign.
Colin Buchanan from Scotland's Colleges and Justin Sales from Stevenson College jointly presented a tool for language learning at the e-Assessment Scotland 2010 conference, and picked up the award for Mobile E-Assessment.
Colin and Justin report:
"ESOL students have identified speaking and listening as the skills that they want to develop, the challenge for us is to provide detailed, relevant and timely feedback.
A successful solution has been implemented at Stevenson College Edinburgh using mobile phones and Web-2.0 technologies.
Learners broadcast their submissions direct from their mobiles to a secure website at a time and place that suits them, their peers and tutors are instantly alerted by e-mail, Facebook, or Twitter. They can listen, and respond using their own mobiles, creating a cycle of broadcasting, feedback and improvement.
Tutors can also upload their own standard pre-recorded exemplar presentations and learning intentions for the learners to listen to prior to lessons."
Strategy, tick. Values, tick. Visual identity, tick.
For some companies, that's when they start working out how they'll achieve it. Yet the implementation will most likely take the bulk of budget. Three companies who tackled implementation from the outset discuss their experiences.
Jos van Haastrecht, DSM, director company branding
The Build-It Programe - Corporate Engagement Awards 2015 winnerCommunicate Magazine
Launched in April 2013, the Build-It programme was co-created by London Youth and social innovation agency Cospa.
Benefitting 1,500 young people in south London over an initial two-year period, the Build-it programme gives young people the chance to learn trade and building skills and access employment opportunities by working on the regeneration of social housing and empty homes within their local communities.
Build-It is supported by two key corporate partners, building contractors Keepmoat and Mears, along with other cross-sector organisations. The programme ensured each of the partner’s met their own individual objectives. Ranging from improved housing stock for Lambeth council to improving the skills of work ready young people in apprenticeships and the career development of young people. Each objective was useful for the local community and taught key skills to disadvantaged young people.
Tim Reading, director of Cospa and one of its partners will join us to tell their compelling story about bringing together the local community and corporate partners to get young people learning how to build and use their skills to regenerate social housing.
From the Trenches: Building the Accessible WebEffectiveUI
Jon Reid, Senior Developer at EffectiveUI, presented "From the Trenches: A Practical Approach to Building the Accessible Web" at Accessing Higher Ground 2010, an accessible media, web and technology conference hosted by the University of Colorado at Boulder.
Social Simulator, presentation by Steph Gray at Social Media in a Corporate C...Communicate Magazine
How would YOU handle social media in a crisis?
Enough of the theory - with the Social Simulation, delegates will roll up their sleeves, and put into practice the language, tools and norms of the social web for social media PR and crisis response.
Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
Teaching ELL students in a common core worldKeith Pruitt
Workshop done in Decatur City Schools, Alabama. This looks at Common Core and the impact on teaching ELL in Comprehension, Vocabulary, Academic Language and Writing. 5 Hour workshop.
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
To Kill a Mockingbird Revision Scheme of WorkJancke Dunn
Aimed at yr11 students revisiting the novel. Comprehensive scheme of work outlining key themes, foci for discussion, vocabulary and retrieval practice.
literary devices, elements & techniques.pptxJerwinMojico
21st century literature from the Philippines and the world. a subject in Senior High which focuses on understanding and appreciating various literary text.
1. Worked in teams for 30
Last Tuesday you... minutes
Tanja/Caitlin Angus/ Maryanne
Sebastian Rachel/Leroy Louise/ Paul
Lily/Jai Sarah/ Olivia
Rojan/ Catherine
Tom Mustii Lucinda Gulcin Emily
2. Choose a type of conflict to explore from the
mind map.
You need Inspiration to access this doc.
Your choice could be based on your current
draft essay or something you have taken
notice of about William Thornhill
Read the notes, refer to the pages in
the text, discuss and take notes on
your discussion add to wiki
Report back to the group on
an aspect of your discussion
that may be useful to others
3. Listen to part 2 of the lecture on
cross cultural encounters
link this to your
mind map
discussion and then
your draft response
4. send me your draft essay
• mcmahon.catherine.j@edumail.vic.gov.au
or
• student share English unit 4 CMc
5. what do you need?
• SOI
• Passage analysis, mindmap
• read articles and add to
6. read ... a.
Who are the Main characters?
wiki - plot/ setting/ characters b. Describe main plot points
c. What are the features of authorsʼ writing,
including structure of book ,text features
(style, tone, use of figurative language etc),
motifs and symbols in the story
complete passage analysis task on week 2 page
pp 139 – 141 A clearing in the Forest from ʻ A tent was all very well ….,
…..and fell back in the dirtʼ
Questions:
•
Is there a point in this passage where the possibility of conflict emerges? What circumstances would be likely to produce such conflict?
•
What is Thornhillʼs immediate reaction to the discovery he makes?
•
What do you think Thornhill means when he says, ʼjust wild hogs or such. Moles. Something like that? What is suggested by Willieʼs remark,
Moles, you reckon Moles? Why do you think that Willie is reluctant to contradict his father at this moment?
•
What later conflict in the novel does this passage point to?
•
What is suggested in this passage about the role justice and injustice play in the story that unfolds?
Discuss the different attitudes towards the blacks that the settlers hold. At what points does conflict arise?
The Secret River is not so much about a dispute over land as about a clash of concepts regarding the relationship that people have with the
land.ʼ Discuss this topic in groups.
7. a.
Who are the Main characters; What are the characteristics of them? Characters that have archetypal names such as
Thornhill, the blacks, the old man, old greybeard. characters are given distinctive ways of speaking to differentiate them
and their culture. e.g. Aboriginal characters often have no dialogue (emphasizes Thornhillʼs inability to understand their
viewpoint and the lack of communication overall.)
b.
What are the key themes and any link to Crucible/ context;
c.
Describe main plot points;
d.
features of authorsʼ writing, including structure of book ,Text features – discuss style , tone, use of figurative language
etc); motifs and symbols in the story note down.
e.
Choose a passage to read and discuss. Make the connection between Kate Grenvilleʼs style, tone, lang
f.
choices etc. of writing and …( point of comparison?)
8. In what way are we drawn to or repelled by the character William
Thornhill?
Thornhill’s relationship with many other characters is strained.
Consider how he relates to the other principal inhabitants of the
Hawkesbery region
As Thornhill surveys his estate his achievements do not feel like a
triumph. Why?
Discuss the conflict that develops in Thornhill’s
relationship with his son Dick
9. student response 2009
The character of Thornhill from the point of view of the reader is confusing and ultimately tragic. He is
desperate underdog that we empathise strongly with as we follow him through his harsh upbringing.
When he begins to establish a new life for himself and his family off the land surrounding the
Hawkesbury river we are desperate to see him succeed and prosper, but as his relationship with Sal
beings to strain, his actions impose upon the natives, and he is cruel to Dan we begin to realise that
something is wrong.
It becomes clear to us that Thornhill is a flawed man, we find ourselves seeing Thornhill become the
same figure that oppresses him as a child and empathise instead with Dan, the natives, and the other
Thornhills.
10. same ideas different
prompts
• complete grouping prompts activity. Discuss
under which each prompt may belong
11. Use this doc to help your process for writing a response in your SAC
This doc. is on student
share
there are notes and sample essays linked into this doc
14. statement of
explanation
What you need to include.....
15. know your message - what you want to say
explain your choices - don’t just describe or summarise what yo
have written
Discuss form, language, audience, purpose and context -
remember FLAP + C
Write in paragraphs and complete sentences
16. Form
Used to distinguish between
written and oral forms and
Audience
also refers to kinds of writing. People you are writing for.
The way the text is set up on paper/ screen Think about who would be interested
webpage, letter, blog, personal column in reading about the subject.
Nominate a specific audience not general public
Language / Purpose
Style What is trying to be achieved in a piece
of writing? For example, to persuade or
Choice of words, imagery, tone, symbolism, entertain, inform, instruct, reflect,
formal/informal, jargon, visual writing
Includes personal, informative, imaginative, entertain, provoke a
instructional, persuasive.
.
Context
A broad subject area or the
social, historical, cultural
influence the text has.
17. form
e.g.
essay
letter to editor You need to become familiar
opinion piece with the form you choose
persuasive essay
weblog
feature article research piece
poem biography...
web page
18. Language
• effective writing is always matched to its intended audience
and purpose through appropriate language and form
e.g. an opinion piece in a daily newspaper needs to use
accessible language and can use an emotional tone. By contrast, a
similar opinion expressed in an academic journal would use
amore moderate tone and specialised language
19. Audience
who you want to say it to.
You need a clear idea because audience dictates style of writing
e.g. magazine readers
one reader well known to the writer
readers with a special interest in the topic
children, young adults, mainstream audience etc.
20. Purpose Why you want to say it
• e.g answer a question • argue a case
• develop an idea • educator
• explain • present a
viewpoint
• persuade