The Producer is the final authority on every production and is responsible for the total program -- from planning, to production, to post-production, and finally cablecast.
PRINT JOURNALISM II- PRINCIPLES OF EDITINGTrinity Dwarka
PRINT JOURNALISM II- PRINCIPLES OF EDITING
Contrast
Parallelism
Unity
Simultaneity
Symbolism
GOLDEN RULES OF EDITING
Continuation of thought
Fluency in reading, listening, watching.
The Producer is the final authority on every production and is responsible for the total program -- from planning, to production, to post-production, and finally cablecast.
PRINT JOURNALISM II- PRINCIPLES OF EDITINGTrinity Dwarka
PRINT JOURNALISM II- PRINCIPLES OF EDITING
Contrast
Parallelism
Unity
Simultaneity
Symbolism
GOLDEN RULES OF EDITING
Continuation of thought
Fluency in reading, listening, watching.
Slides for lecture on the hero's journey and other structuralist approaches to myth, legend, tales, and other forms of storytelling, including Hollywood film. Day 2 of Digital Narrative Theory and Practice, Berklee College of Music.
How to Write a Point of View Literary Analysis S.O.A.P.S.T.docxpauline234567
How to Write a Point of View Literary Analysis
S.O.A.P.S.Tone is a helpful acronym to help you analyze the Point of View of the speaker in any piece
of writing.
S – Speaker O – Occasion A – Audience P – Purpose S – Subject T – Tone
Literary Element Analysis Questions
Speaker Keep in mind that the speaker and the author are sometimes two different individuals.
Ask yourself the following questions to analyze the Speaker:
• Who is the voice that tells the story?
• What is the emotional state of the speaker?
• What do you know about the background of the speaker?
• What conclusions can you make about the speaker?
Occasion This is where you take into consideration the background of the author and the time
period when the piece was written. Ask yourself the following questions to analyze the
Occasion:
• What is the time and place of this piece of writing?
• Was anything significant going on in the author’s life at this time?
• Was something significant going on in history at this time?
Audience Think about the people for whom this was written. Ask yourself the following questions
to analyze the Audience:
• Who was the audience? Was this written for a specific person, a specific group,
or the general public?
• What were some of the key beliefs of people during the time period?
• What specific language does the author use to appeal to their target audience?
Purpose Focus on why this piece was written. Ask yourself the following questions to analyze
Purpose:
• Why was this piece written?
• What is the message of the writing?
• Is the author trying to get a certain reaction from their audience?
• What emotions does the writing make the audience feel?
Subject Consider the subject or topic of the writing. Ask yourself the following questions to
analyze Subject:
• What is the main subject or topic of this piece of writing?
• How does the writer present this subject?
• What other minor topics does the writer include in their text?
Tone Tone is the author’s attitude toward the Subject. Ask yourself the following questions to
analyze the Tone:
• What events in the author’s life could be connected to the text?
• What words or phrases does the author use to describe the Subject of the
writing?
• What emotions are expressed in this piece of writing?
• What words or phrases show the emotions in the writing?
• If you were to read this piece out loud, what types of emotions would you use?
English 11 Essay 1: Analysis of Whitman’s Views in “Song of Myself”
Pre-Writing: The Essential First Step
Analyzing point of view for a literary analysis starts with asking yourself some important questions about
the poem, story, essay, speech, or book you are reading. Although you won’t use all the information
you gather during your pre-writing, thinking about the author’s point of view before you write will help
you stay focused on the prompt to better identify your thesis, your t.
Slides for lecture on the hero's journey and other structuralist approaches to myth, legend, tales, and other forms of storytelling, including Hollywood film. Day 2 of Digital Narrative Theory and Practice, Berklee College of Music.
How to Write a Point of View Literary Analysis S.O.A.P.S.T.docxpauline234567
How to Write a Point of View Literary Analysis
S.O.A.P.S.Tone is a helpful acronym to help you analyze the Point of View of the speaker in any piece
of writing.
S – Speaker O – Occasion A – Audience P – Purpose S – Subject T – Tone
Literary Element Analysis Questions
Speaker Keep in mind that the speaker and the author are sometimes two different individuals.
Ask yourself the following questions to analyze the Speaker:
• Who is the voice that tells the story?
• What is the emotional state of the speaker?
• What do you know about the background of the speaker?
• What conclusions can you make about the speaker?
Occasion This is where you take into consideration the background of the author and the time
period when the piece was written. Ask yourself the following questions to analyze the
Occasion:
• What is the time and place of this piece of writing?
• Was anything significant going on in the author’s life at this time?
• Was something significant going on in history at this time?
Audience Think about the people for whom this was written. Ask yourself the following questions
to analyze the Audience:
• Who was the audience? Was this written for a specific person, a specific group,
or the general public?
• What were some of the key beliefs of people during the time period?
• What specific language does the author use to appeal to their target audience?
Purpose Focus on why this piece was written. Ask yourself the following questions to analyze
Purpose:
• Why was this piece written?
• What is the message of the writing?
• Is the author trying to get a certain reaction from their audience?
• What emotions does the writing make the audience feel?
Subject Consider the subject or topic of the writing. Ask yourself the following questions to
analyze Subject:
• What is the main subject or topic of this piece of writing?
• How does the writer present this subject?
• What other minor topics does the writer include in their text?
Tone Tone is the author’s attitude toward the Subject. Ask yourself the following questions to
analyze the Tone:
• What events in the author’s life could be connected to the text?
• What words or phrases does the author use to describe the Subject of the
writing?
• What emotions are expressed in this piece of writing?
• What words or phrases show the emotions in the writing?
• If you were to read this piece out loud, what types of emotions would you use?
English 11 Essay 1: Analysis of Whitman’s Views in “Song of Myself”
Pre-Writing: The Essential First Step
Analyzing point of view for a literary analysis starts with asking yourself some important questions about
the poem, story, essay, speech, or book you are reading. Although you won’t use all the information
you gather during your pre-writing, thinking about the author’s point of view before you write will help
you stay focused on the prompt to better identify your thesis, your t.
Classroom ready! Beautifully designed presentation which includes the academic vocabulary for writing a narrative. Common Core Standards covered: R.L.4 RI.4. W.S.3a.b.c.d.4. S.L.2.5.6. L.4.a.b.c.d. Even if you are not using the CCSS, this presentation is perfect for teaching narrative, as well as story writing for the secondary grades. Vocabulary practice is also included to help solidify understanding and knowledge of each of the terms. Includes
-- 11+ important vocabulary terms!
-- Definitions for each term
-- Explanations of importance for each of the terms
-- Beautifully designed to draw in your student's attention
-- Where to find more free lesson plans and teacher resources are identified in the presentation
-- Where to locate other published writing curriculum's identified where all work is done for you!
-- Saves you planning time as well as provides all the knowledge needed to teach writing in your classroom!
Download, then favorite the presentation and follow us as I continue to add more great resources to make your life easier. We are teacher1stop.com, your one stop for everything secondary English Language Arts!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. Starter
Watch the clip and make notes on what you think
the story is about.
What are the themes?
https://www.youtube.com/watch?v=YTzvLMUf
wB8
4. IN GROUPS OF 3
Read the lyrics
• Summarize what happens in each verse
E.g.
Pistol shots ring out in the bar-room night
Enter Patty Valentine from the upper hall
She sees a bartender in a pool of blood
Cries out, "My God, they killed them all!”
A bartender has been shot and a woman called Patty
Valentine has discovered the body in a bar.
Write your interpretations down. Put your group’s names on the sheet and keep them together.
5. • What happens in the story?
• Are the same themes in the song as in the
clip? Which ones?
• Which lyrics match to this clip?
http://www.youtube.com/watch?v=g5Gb7V5-pts
7. Listen to the protest music
• Pick the most powerful lines
• Mix them together to make a meaningful
poem
• Draft 2 verses
https://www.youtube.com/watch?v=j0A_N-wmiMo I’m black and I’m proud
https://www.youtube.com/watch?v=x8LesTvNuaw Mannish Boy
https://www.youtube.com/watch?v=NdbQtFHlx4k I am somebody
https://www.youtube.com/watch?v=9Ri7TcukAJ8 Smokestack lightening
• Extension: Add words from the word bank
8. Example
There's some good in every man
Black, white
Give them respect
Give them a chance
Because until every individual is free
We can’t strengthen through diversity
I am somebody
Yet I’m silenced, and I’ll never be free
I’ll never be me
Until I can speak things the way I see
Until that day, I am nobody
Invisible, but bound
By the ties of society
Why can’t you hear me cryin’?
Lines from songs
Lines by me
How can I improve this?
(look at the vocab list)
9. Lesson Objectives
• Write effective poetry to convey an opinion
Instructions
• Look back over what you wrote yesterday – put it
together and perform it to each other
• Your partner needs to recommend 3 changes
about how to make it more powerful
• Alter your poem, and write one more verse using
vocab from the word bank (2 or more words)
10. Lesson Objectives
• I can use stylistic techniques to convey a
message
• I can put a story into verse
11. Using your poem from yesterday
• Add the story of Rubin Cater into your poem –
take 3 of your bullet points from the plot that
you will use
• Write in first person – it is Rubin Carter singing
it
• Use words from the word bank
12. Stylistic techniques
• Repetition for effect
• Metaphor/ simile
• Keeping rhythm/ understanding syllable
counts in lines
• Finding ways of emphasising your main point
(e.g. in Mannish Boy: ‘No B, O child, Y’)
13. Lesson Objectives
• Write your own version of Bob Dylan’s
Hurricane
• 5 verses using stylistic techniques and taking
elements from the biography
15. Lesson Objectives
• I can use appropriate vocabulary to convey a
traumatic emotional experience
16. In pairs
• Remember a time when you were blamed for
something you didn’t do – tell your partner
and come up with 5 or more adjectives to
describe the situation and how you felt
• Feedback
17. In pairs
• Recap the Rubin Carter biography (the events
leading up to his imprisonment). Make notes on
the important bits if you wish
• Rally Robin – use the words you came up with in
a sentence as Rubin Carter when he has just been
sent to jail. 2-3 sentences each. Note them.
• Extension (on your own): use the word bank to
make more sentences, and begin to construct
them into a paragraph
• Read them out to the group – use others’ ideas if
you wish
19. Review the protest music and the
quotes section
• Pick lines you and your partner think are powerful and
integrate them into your paragraph from yesterday. Let your
partner read your work and make suggestions.
• You may then change them using different sentences
structures and power openers, as well as coming up with
your own.
• You are writing as Rubin Carter in jail – think about all of the
things in his life that he has now lost for no reason (family,
fame, fortune, boxing career, friends, freedom, peace of
mind)
• 1-2 good paragraphs by the end of the session
20. Lesson objectives
Draw on historical context (events that were
happening at the time of Rubin’s trial and
imprisonment) to inform your writing
21. Listen to ‘I have a dream’
• What is the overall point he is making?
• What techniques does he use to make his
speech powerful?
https://www.youtube.com/watch?v=smEqnnklfY
s
22. The American Dream
Is the idea from the US constitution that ‘all men are created equal’ and are
therefore entitled to equal opportunities in life, regardless of class, race or the
situation they were born into.
‘Life, Liberty and the Pursuit of Happiness’
‘Give me your tired, your poor,
Your huddled masses, yearning to breath free,
The wretched refuse of your teeming shore,
Send these, the homeless, tempest tost to me,
I lift my lamp beside the golden door.’
‘America, the land of opportunity, the home of the free’
23. In pairs
• Highlight lines you may want to quote/ use as
RC
• How is Martin Luther’s speech applicable to
RC’s situation?
24. Individually
• Write a line you will use from Martin Luther’s speech.
Underneath, explain how it links to Rubin Carter’s
situation
E.g.
“One hundred years later, the Negro is still languished in
the corners of American society and finds himself an exile
in his own land.”
This line of MLK’s speech is applicable to RC because he
was exiled from society through being sent to prison. He
was imprisoned for a crime he didn’t commit – he was
imprisoned for being of the lesser favoured race.
25. Lesson objective
• I can vary sentences for clarity, purpose and
effect to write a diary entry exploring a
traumatic emotional experience.
• Write your diary entry
26. Use all of the material you have been
given within your diary entry
• Martin Luther’s speech – quote it and reference MLK
• Quotes from RC
• Your own work (poem/ song included) and words
describing how he felt
• Use a variety of sentence structures and power
openers
• You may use the protest songs if you wish (but
sparsely).
• 2-3 paragraphs
28. Lesson objectives
• To understand how to use different types of
language for different audiences
29. • Facts: Things that are true – quotes, statistics,
videos and pictures of real life.
• Opinions: Things that someone thinks or
believes. Opinions are not necessarily true.
30. Read these articles – how do they
target a certain audience?
• http://www.mirror.co.uk/news/uk-news/dale-
cregan-trial-police-officers-1591812
• http://www.guardian.co.uk/uk/2013/feb/07/d
ale-cregan-trial-hail-of-bullets
31. How does each newspaper appeal to
the reader? Answer all the questions
and quote the article
• Highlight the words/ pictures that are emotional/
opinionated
• Highlight the words/ pictures that are factual
• Count them
• What balance does of emotional/ factual does each
newspaper have?
• Which is more interesting?
• Which is more reliable?
• Extension: Write one factual and one opinionated
sentence about Rubin Carter
33. Which kind of newspaper do you
prefer?
• Why?
• Make a spider diagram of words you would
use to describe the situation of Rubin Carter in
‘Hurricane’.
• Label them factual or opinionated
• Eg: ‘the unfair treatment of Carter, aged 23’
opinion fact
34. Rubin Carter’s
trial
Unfair framed
one fatally wounded, nearly blind man
2 people dead
A boxer from New Jersey
Arthur Bello found on the scene
Bello testifies against Carter
36. You are in competing teams to write
the most convincing and sensational
article
• Draft 1 argument each (every member of the team
needs to have a different point) in the style of a
newspaper. Copy it into your books.
Formal
Brief
Speaks as though it has no opinion (neutral)
You will have a debate at the end and will gain points for
style, word choices and how well you argue.
38. Plan your own newspaper article on
the triple murder
• Tabloid/ broadsheet, pro/ anti Carter?
• Plan what you will write in each section (bullet point)
• Compose sentences in pairs for each section – use the
language we have gathered in previous weeks
• Use 3 different sentence structures
• Refer to my examples for help
Tomorrow we will use the computers to type them up
and add pictures.
39.
40. FINSIH your plan
• Opening paragraph
• Summary of what’s happened (why Rubin is
on trial)
• Who’s involved
• Quotes from witnesses
• Need 2 - 4 paragraphs
41. Extension
• Analyse your work – does it fit the
conventions of the tabloid/ broadsheet? Tell
me how and why in reference to the text and
the way you’ve laid your article out.
• Mark it in relation to the assessment criteria.
43. Prep for drama
• American news programmes
• Are they different to English programmes?
• How?
• Which one will you do for your performance?
http://www.youtube.com/watch?v=Ue7Oc324veI
(ABC)
http://www.youtube.com/watch?v=WeNgLWdse_M
(BBC)
BBC: Reith Doctrine – the media’s purpose is to ‘inform, educate and entertain’.
44. Plan your news report in groups
• 5-10 minutes long
Think about:
• who you will interview (assign roles)
• how you will present Carter (innocent/ guilty)
• what kind of news programme you’re using
• where your interviews are taking place (at the
court, scene of the crime, on the street)
• will you need a photo of any of the witnesses/
criminals?
45. Lesson objectives (Drama)
To present Carter’s story in a news programme
http://www.youtube.com/watch?v=4TSJhIZmL0
A (BBC)
http://www.youtube.com/watch?v=3jYupAk9I_
U (CNN)
