Well, it's the end of term two and the snow is thick on the ground outside. It will be lovely to have a white Christmas.
I hope you all have a good break and get plenty of food, fun and festivity.
I will be uploading the various sonnets (and very good they are too) from this term's competition in the next day or so. Well done to everyone who took part. There will be another competition in Term Three.
Some classes have homework over the break (I know, I know...) but if you get stuck or have any questions, please use the comment box below this post, or the yahoo email address on the right of this screen to get in touch. I'll try to check in regularly. Ish.
So, for the record:
S2s have to finish their solo talk scripts.
S3s have to finish their Dulce/ Albion essays.
S4s have to finish their Unto Us... essays. (I'll upload the step-by-step PowerPoint in a minute)
S5s have to revise, revise, revise. Memorise those quotes because the prelim is in our second week back.
S5s also have to complete the V For Vendetta notes which are already on here (see "V For Vendetta on the right if you scroll down a bit)
All homework is due on your first period back in school. Hopefully it won't be too arduous.
Again, have a smashing holiday, and I look forward to seeing you all in January.
Mister Connor.
Thursday, 23 December 2010
Saturday, 18 December 2010
Sonnet Contest
Just a reminder that the deadline for your sonnets is this WEDNESDAY.
Awards and prizes to be given on THURSDAY.
Awards and prizes to be given on THURSDAY.
Thursday, 16 December 2010
Wednesday, 15 December 2010
Voyage to Valhalla – Key Facts
Setting
- Yorkshire? North of England.
- Their accents/ vocabulary.
- Mid-60s to early-70s.
- Panda cars/ “queer” now has a different meaning/ police constables/ no walkie-talkies.
Voyage to Valhalla is set…
We can tell this by…
Characters
Protagonist?
Antagonist?
Tell us about each. What happens to them?
Point of View
First person: “I”, “Me”
Second person: “You”
Third person: “He”, “She”, “It”
What is the effect of using this point of view?
Genre
- Mystery
- Horror
- Fantasy/ Magical
- Adventure
- Thriller
- Romance
- Comedy
What is the genre?
What do we expect to find in a story from this genre?
Give examples of parts of the story that fit the genre well.
Themes
The main ideas and concerns of the book.
- Love
- Death
- Birth
- The past
- The future
- Murder
- Honour
- Shame
- Dreams
What would you say are the main themes of the story?
What bits of the story show these themes?
- Yorkshire? North of England.
- Their accents/ vocabulary.
- Mid-60s to early-70s.
- Panda cars/ “queer” now has a different meaning/ police constables/ no walkie-talkies.
Voyage to Valhalla is set…
We can tell this by…
Characters
Protagonist?
Antagonist?
Tell us about each. What happens to them?
Point of View
First person: “I”, “Me”
Second person: “You”
Third person: “He”, “She”, “It”
What is the effect of using this point of view?
Genre
- Mystery
- Horror
- Fantasy/ Magical
- Adventure
- Thriller
- Romance
- Comedy
What is the genre?
What do we expect to find in a story from this genre?
Give examples of parts of the story that fit the genre well.
Themes
The main ideas and concerns of the book.
- Love
- Death
- Birth
- The past
- The future
- Murder
- Honour
- Shame
- Dreams
What would you say are the main themes of the story?
What bits of the story show these themes?
Voyage to Valhalla - Key Facts - 2
Conflict
There MUST be a difficult situation that a character has to overcome.
What is this conflict in the story?
Where does it come from?
Description
The following is a sample of description used in the story. Why is it effective?
Comment on atmosphere, tension, word choices and metaphors. What effects does each of them create?
“There was a bracket (lamp) on the wall to his left between his own door and the next and he moved with care towards it, yearning for light. He had the matches in his hand and was reaching for the tap (of the gas lamp), when the door of his own room slammed and the landing was plunged into darkness. He cried out, turning his head instinctively towards the thin glow from the stairwell and as he watched it dimmed, shrinking to a bluish flicker. In the breathless silence he could hear the multiple popping of the starved flame. Then light was extinct save for a thin wedge that showed under his door, illuminating nothing.
He pushed out the tray of his matchbox, felt for a match and slashed it wildly along the box. It flared and he twisted the tap. It would not move. He could feel the flakes of rust under his thumb. The flame licked his finger and he flung the match from him with a curse. He crouched under the dead bracket (lamp), breathing hard. The whole house seemed alive with small movements, with things flitting furtively from shadow to shadow. The spiders of fear hung the vault above his head with their web.”
There MUST be a difficult situation that a character has to overcome.
What is this conflict in the story?
Where does it come from?
Description
The following is a sample of description used in the story. Why is it effective?
Comment on atmosphere, tension, word choices and metaphors. What effects does each of them create?
“There was a bracket (lamp) on the wall to his left between his own door and the next and he moved with care towards it, yearning for light. He had the matches in his hand and was reaching for the tap (of the gas lamp), when the door of his own room slammed and the landing was plunged into darkness. He cried out, turning his head instinctively towards the thin glow from the stairwell and as he watched it dimmed, shrinking to a bluish flicker. In the breathless silence he could hear the multiple popping of the starved flame. Then light was extinct save for a thin wedge that showed under his door, illuminating nothing.
He pushed out the tray of his matchbox, felt for a match and slashed it wildly along the box. It flared and he twisted the tap. It would not move. He could feel the flakes of rust under his thumb. The flame licked his finger and he flung the match from him with a curse. He crouched under the dead bracket (lamp), breathing hard. The whole house seemed alive with small movements, with things flitting furtively from shadow to shadow. The spiders of fear hung the vault above his head with their web.”
Tuesday, 14 December 2010
S3 Vocabulary - Continued
Paradox: A statement in which a seeming contradiction may reveal an unexpected truth.
Example: The hurrier I go the behinder I get.
THIS SENTENCE IS FALSE
Personification: Giving human characteristics to an inanimate object, animal, or idea.
Example: The days crept by slowly, sorrowfully.
Pun: Word play in which words with totally different meanings have similar or identical sounds.
Examples: Like a firefly in the rain, I’m de-lighted.
I'm reading a book about anti-gravity. It's impossible to put down.
A new type of broom came out, it is sweeping the nation.
Simile: A direct comparison of two unlike things using “like” or “as.”
Examples: He’s as dumb as an ox.
Her eyes are like comets.
Symbol: An ordinary object, event, animal or person to which we have attached extraordinary meaning and significance.
Example: A small cross by the dangerous curve on the road reminded all of Johnny’s death.
Synecdoche (pronounced “sin-eck-duh-key): Indicating a person, object, etc. by letting only a certain part represent the whole.
Examples: All hands on deck.
Nice wheels.
Schadenfreude: To take pleasure from someone else’s suffering.
Example: The hurrier I go the behinder I get.
THIS SENTENCE IS FALSE
Personification: Giving human characteristics to an inanimate object, animal, or idea.
Example: The days crept by slowly, sorrowfully.
Pun: Word play in which words with totally different meanings have similar or identical sounds.
Examples: Like a firefly in the rain, I’m de-lighted.
I'm reading a book about anti-gravity. It's impossible to put down.
A new type of broom came out, it is sweeping the nation.
Simile: A direct comparison of two unlike things using “like” or “as.”
Examples: He’s as dumb as an ox.
Her eyes are like comets.
Symbol: An ordinary object, event, animal or person to which we have attached extraordinary meaning and significance.
Example: A small cross by the dangerous curve on the road reminded all of Johnny’s death.
Synecdoche (pronounced “sin-eck-duh-key): Indicating a person, object, etc. by letting only a certain part represent the whole.
Examples: All hands on deck.
Nice wheels.
Schadenfreude: To take pleasure from someone else’s suffering.
V For Vendetta - Complete Notes
The opening
1. The opening shows the preparation of Evey and V mirrored. Each is shown from the same camera angles doing the same things.
2. When Prothero stresses “judgment” in his TV rant, it coincides with V adding the knives to his costume.
The attempted rape
3. V is introduced with Shakespearian monologue.
4. Music swells to a climax through this monologue, creating tension that is punctured when Evey asks, “Are you, like, a crazy person?”
The destruction of the Old Bailey
5. Tchaikovsky’s 1812 Overture is apt for destruction of the Old Bailey because of its use of cannons.
The start of the investigation/ cover-up
6. Chancellor Sutler is shown in extreme close-up on the big screen to emphasise his power. This contrasts sharply with the wide-shots of his men who are made to look smaller and less powerful.
7. “England Prevails” is a salute that has echoes of “Heil Hitler”. (Finch is reluctant to say it out loud.)
The attack on the BTN Tower
8. During V’s address to London, we are shown a cross-section of society. (Working class family/ Middle class family/ A pub/ A Norsefire Party club.)
9. The close-up on V mirrors the shot of the Chancellor – giving V equal power.
10. The people, and Evey and Finch, are motionless while the government’s people are frantically moving. V’s message (a criticism of the fascist regime) is being heard.
11. In the battle at BTN tower, drums are used to intensify the violence.
The Shadow Gallery
12. When Evey awakes in the Shadow Gallery, the lights are much softer and the music (Billie Holliday) is very calm. Another contrast between V’s world and the government’s world.
13. “If they find this place… will be the least of my worries.” Later to be echoed by Dietrich – they both have a second life to hide. Their thefts from the government are not their main "crimes".
The Scarlet Carson
14. The recurring motif of the Scarlet Carson Rose. This links V’s drive for revenge to the story of Valerie, whose death he is trying to avenge. The rose had connotations of romance for Valerie, but of death to V. The bright red stands out, like a rebellion, against the drab, grey London setting.
Coincidences
15. Recurring phrase, “There are no such things as coincidences.” Spoken by several characters. Reinforces the idea that EVERYTHING is linked.
Evey's Family/ Back-story
16. Evey’s family story is presented as a montage of footage – some real, some produced. The real footage adds authenticity to the story. When her mother is “black-bagged” the camera angles are identical to when Dietrich is taken later. The second time she has learned her lesson and does not cry out. The narrow camera angle emphasises the small hiding place under the bed.
Dietrich's Secret
17. Dietrich’s homosexuality is shown through an obscured camera angle, giving the impression that Evey has to look around him to see it: as though he is hiding it; a metaphor for his secret life.
18. “If you wear a mask for so long you forget who is really beneath it.” – Spoken by Dietrich but could also be applied to V.
Surridge, the Coroner
19. Use of montage to show the back-story of Surridge’s time at Larkhill. First glimpse of Valerie. Shows that Surridge felt she was doing good work.
The Satire
20. In the spoof show, V is unmasked to reveal Chancellor Sutler. This is a symbolic show that the real source of terror is the Chancellor, not V. The music played is quick and comedic to heighten the tone.
21. All of London see the broadcast, as shown by the four different watching groups.
Evey's Interrogation/ Valerie's Story
22. During the interrogation, Evey is shown in hard, bright light to emphasise her vulnerability. Her interrogator is in silhouette the stress his anonymity. The audio of Evey’s breathing is prominent to show her fear.
23. Valerie’s story is told in montage and voice-over. This makes the story intimate/ personal while also showing that Valerie is not present/ alive.
24. “An inch” – Valerie describes her integrity as this – “It is small but it is the only thing worth having”. She is referring the ideas and beliefs a person holds most valuable.
25. Evey is “reborn” in the rain, which has a symmetry with V’s own rebirth in the fire at Larkhill. “God is in the rain” (Valerie) is spoken as the rain falls on her, suggesting she is absorbing God’s power/ grace. Both V and Evey extend their arms into a crucifiction pose, further linking them to the resurrection of Christ – linking them with goodness.
Sutler's Response to V
26. Last conference with Sutler – volume of speech increases and becomes almost hysterical. Cue a series of increasingly alarmist news stories. Cuts across the four population groups – all have stopped believing the state-run media.
Rookwood's Story
27. During “Rookwood”’s monologue we see another montage of the key events, this time with a narrative that links the story and characters together. This is the denouement of the Norsefire/ St Mary’s story. As the scene progresses, drums are brought into the music to represent the military rise to power of Sutler.
Finch's Epiphany
28. After Finch goes to Larkhill – “I had a feeling that everything was connected… a perfect pattern… we were all a part of it.” Reinforces the film’s idea that there are no coincidences – only the appearance of coincidence.
V’s Dominoes
29. The dominoes represent the population of England, and when they fall we can see it as the way the population is turning against their government, one by one, until only one remains. This final domino could be seen either as V (the last man standing) or Sutler (the last man to overcome). As the dominoes fall the footage is cross-cut with scenes of rebellion and this reinforces the idea of revolution.
Sutler’s End
30. When Sutler makes his final address to the nation, we are cross-cut with images of the country that show that nobody is listening to him any more. When he concludes that “justice will be swift, it will be righteous and it shall be without mercy” it cuts immediately to Sutler in the underground, panicking in front of V. The effect is that Sutler himself will receive “justice… without mercy” from V. At this point we see Sutler in the flesh for the first time; without the screen to hide behind he is small, powerless and cowardly.
Destruction of Parliament
31. The destruction of Parliament is the climax and finale of the film. It is an extended CGI sequence that shows the building destroyed step-by-step. It is the fulfilment of V’s dream, and the release of the people from Norsefire’s tyranny.
The Unmasking
32. Thousands of people wearing V’s mask stream into Parliament Square. They are no longer afraid. By showing this from a long-shot above, we are able to see the vastness of the numbers as they move. When the people remove their masks (even the dead characters) we can see that they are not afraid and literally no longer have to hide behind a mask. They are free to be themselves. The dictatorship is over.
Re: the dead characters. We are shown that they have contributed to the fall of the government, and that their sacrifice is remembered. ALL the people have helped.
Albert Camus - "What is a rebel? A man who says no."
1. The opening shows the preparation of Evey and V mirrored. Each is shown from the same camera angles doing the same things.
2. When Prothero stresses “judgment” in his TV rant, it coincides with V adding the knives to his costume.
The attempted rape
3. V is introduced with Shakespearian monologue.
4. Music swells to a climax through this monologue, creating tension that is punctured when Evey asks, “Are you, like, a crazy person?”
The destruction of the Old Bailey
5. Tchaikovsky’s 1812 Overture is apt for destruction of the Old Bailey because of its use of cannons.
The start of the investigation/ cover-up
6. Chancellor Sutler is shown in extreme close-up on the big screen to emphasise his power. This contrasts sharply with the wide-shots of his men who are made to look smaller and less powerful.
7. “England Prevails” is a salute that has echoes of “Heil Hitler”. (Finch is reluctant to say it out loud.)
The attack on the BTN Tower
8. During V’s address to London, we are shown a cross-section of society. (Working class family/ Middle class family/ A pub/ A Norsefire Party club.)
9. The close-up on V mirrors the shot of the Chancellor – giving V equal power.
10. The people, and Evey and Finch, are motionless while the government’s people are frantically moving. V’s message (a criticism of the fascist regime) is being heard.
11. In the battle at BTN tower, drums are used to intensify the violence.
The Shadow Gallery
12. When Evey awakes in the Shadow Gallery, the lights are much softer and the music (Billie Holliday) is very calm. Another contrast between V’s world and the government’s world.
13. “If they find this place… will be the least of my worries.” Later to be echoed by Dietrich – they both have a second life to hide. Their thefts from the government are not their main "crimes".
The Scarlet Carson
14. The recurring motif of the Scarlet Carson Rose. This links V’s drive for revenge to the story of Valerie, whose death he is trying to avenge. The rose had connotations of romance for Valerie, but of death to V. The bright red stands out, like a rebellion, against the drab, grey London setting.
Coincidences
15. Recurring phrase, “There are no such things as coincidences.” Spoken by several characters. Reinforces the idea that EVERYTHING is linked.
Evey's Family/ Back-story
16. Evey’s family story is presented as a montage of footage – some real, some produced. The real footage adds authenticity to the story. When her mother is “black-bagged” the camera angles are identical to when Dietrich is taken later. The second time she has learned her lesson and does not cry out. The narrow camera angle emphasises the small hiding place under the bed.
Dietrich's Secret
17. Dietrich’s homosexuality is shown through an obscured camera angle, giving the impression that Evey has to look around him to see it: as though he is hiding it; a metaphor for his secret life.
18. “If you wear a mask for so long you forget who is really beneath it.” – Spoken by Dietrich but could also be applied to V.
Surridge, the Coroner
19. Use of montage to show the back-story of Surridge’s time at Larkhill. First glimpse of Valerie. Shows that Surridge felt she was doing good work.
The Satire
20. In the spoof show, V is unmasked to reveal Chancellor Sutler. This is a symbolic show that the real source of terror is the Chancellor, not V. The music played is quick and comedic to heighten the tone.
21. All of London see the broadcast, as shown by the four different watching groups.
Evey's Interrogation/ Valerie's Story
22. During the interrogation, Evey is shown in hard, bright light to emphasise her vulnerability. Her interrogator is in silhouette the stress his anonymity. The audio of Evey’s breathing is prominent to show her fear.
23. Valerie’s story is told in montage and voice-over. This makes the story intimate/ personal while also showing that Valerie is not present/ alive.
24. “An inch” – Valerie describes her integrity as this – “It is small but it is the only thing worth having”. She is referring the ideas and beliefs a person holds most valuable.
25. Evey is “reborn” in the rain, which has a symmetry with V’s own rebirth in the fire at Larkhill. “God is in the rain” (Valerie) is spoken as the rain falls on her, suggesting she is absorbing God’s power/ grace. Both V and Evey extend their arms into a crucifiction pose, further linking them to the resurrection of Christ – linking them with goodness.
Sutler's Response to V
26. Last conference with Sutler – volume of speech increases and becomes almost hysterical. Cue a series of increasingly alarmist news stories. Cuts across the four population groups – all have stopped believing the state-run media.
Rookwood's Story
27. During “Rookwood”’s monologue we see another montage of the key events, this time with a narrative that links the story and characters together. This is the denouement of the Norsefire/ St Mary’s story. As the scene progresses, drums are brought into the music to represent the military rise to power of Sutler.
Finch's Epiphany
28. After Finch goes to Larkhill – “I had a feeling that everything was connected… a perfect pattern… we were all a part of it.” Reinforces the film’s idea that there are no coincidences – only the appearance of coincidence.
V’s Dominoes
29. The dominoes represent the population of England, and when they fall we can see it as the way the population is turning against their government, one by one, until only one remains. This final domino could be seen either as V (the last man standing) or Sutler (the last man to overcome). As the dominoes fall the footage is cross-cut with scenes of rebellion and this reinforces the idea of revolution.
Sutler’s End
30. When Sutler makes his final address to the nation, we are cross-cut with images of the country that show that nobody is listening to him any more. When he concludes that “justice will be swift, it will be righteous and it shall be without mercy” it cuts immediately to Sutler in the underground, panicking in front of V. The effect is that Sutler himself will receive “justice… without mercy” from V. At this point we see Sutler in the flesh for the first time; without the screen to hide behind he is small, powerless and cowardly.
Destruction of Parliament
31. The destruction of Parliament is the climax and finale of the film. It is an extended CGI sequence that shows the building destroyed step-by-step. It is the fulfilment of V’s dream, and the release of the people from Norsefire’s tyranny.
The Unmasking
32. Thousands of people wearing V’s mask stream into Parliament Square. They are no longer afraid. By showing this from a long-shot above, we are able to see the vastness of the numbers as they move. When the people remove their masks (even the dead characters) we can see that they are not afraid and literally no longer have to hide behind a mask. They are free to be themselves. The dictatorship is over.
Re: the dead characters. We are shown that they have contributed to the fall of the government, and that their sacrifice is remembered. ALL the people have helped.
Albert Camus - "What is a rebel? A man who says no."
S2 - Research Search Terms
1. Football player quotas
2. Effect of foreign players
3. Youth development UK football
4. Sports facilities youth UK
5. Manchester United youth policy
6. Excess foreign players Barclays Premier League
7. Racism in football
8. Right to work across Europe
9. Player salaries Premier League
10. National Team performances 2000-2010
1. Immortality
2. Future Scientific Development
3. Effect of old age
4. Future geographic change
5. Cure for cancer
6. Space travel
7. New developments NASA
8. Global Warming
9. Living in old age
10. Effects of loneliness
1. Vivisection
2. Testing on animals
3. Domestic pet treatment
4. Obesity in pets
5. Cosmetic testing
6. Intensive animal farming
7. Animal feed
8. Sustainable animal farming
9. The Hunt
10. Whaling
1. Logistics school timetable
2. Teacher disruption classroom
3. Time per child classroom
4. Time spent learning in school
5. New methods of learning
6. Effective learning
7. Shorter school timetable
8. Intensive learning
9. Discipline issues school
10. Common time wastage school
HOMEWORK
Due: Wednesday 15th December
Make note of TEN (or more) points of information on your subject using the techniques discussed.
2. Effect of foreign players
3. Youth development UK football
4. Sports facilities youth UK
5. Manchester United youth policy
6. Excess foreign players Barclays Premier League
7. Racism in football
8. Right to work across Europe
9. Player salaries Premier League
10. National Team performances 2000-2010
1. Immortality
2. Future Scientific Development
3. Effect of old age
4. Future geographic change
5. Cure for cancer
6. Space travel
7. New developments NASA
8. Global Warming
9. Living in old age
10. Effects of loneliness
1. Vivisection
2. Testing on animals
3. Domestic pet treatment
4. Obesity in pets
5. Cosmetic testing
6. Intensive animal farming
7. Animal feed
8. Sustainable animal farming
9. The Hunt
10. Whaling
1. Logistics school timetable
2. Teacher disruption classroom
3. Time per child classroom
4. Time spent learning in school
5. New methods of learning
6. Effective learning
7. Shorter school timetable
8. Intensive learning
9. Discipline issues school
10. Common time wastage school
HOMEWORK
Due: Wednesday 15th December
Make note of TEN (or more) points of information on your subject using the techniques discussed.
Thursday, 9 December 2010
S3 Vocabulary - Continued
Denotation: The dictionary definition of a word; its literal meaning apart from any associations or connotations.
Euphemism: An understatement, used to lessen the effect of a statement; substituting something innocuous for something that might be offensive or hurtful.
Example: She is at rest. (meaning, she’s dead)
Hyperbole: An outrageous exaggeration used for effect.
Example: He weighs a ton.
Metaphor: A direct comparison between two unlike things, stating that one is the other or does the action of the other.
Example: He’s a zero.
Example: Her fingers danced across the keyboard.
Metonym: A figure of speech in which a person, place, or thing is referred to by something closely associated with it.
Example: The White House stated today that...
Example: The Crown reported today that...
Oxymoron: A combination of two words that appear to contradict each other. Example: a pointless point of view; bittersweet
Euphemism: An understatement, used to lessen the effect of a statement; substituting something innocuous for something that might be offensive or hurtful.
Example: She is at rest. (meaning, she’s dead)
Hyperbole: An outrageous exaggeration used for effect.
Example: He weighs a ton.
Metaphor: A direct comparison between two unlike things, stating that one is the other or does the action of the other.
Example: He’s a zero.
Example: Her fingers danced across the keyboard.
Metonym: A figure of speech in which a person, place, or thing is referred to by something closely associated with it.
Example: The White House stated today that...
Example: The Crown reported today that...
Oxymoron: A combination of two words that appear to contradict each other. Example: a pointless point of view; bittersweet
Unto Us - Spike Milligan
For those of you who missed today's class, below are the necessary documents to catch up.
The first is a copy of the poem, the second is a guide to annoting it (adding your own notes).
Please catch up ASAP.
The first is a copy of the poem, the second is a guide to annoting it (adding your own notes).
Please catch up ASAP.
Unto us s tep by step annotations guide
View more presentations from Mr Connor.
An Inspector Calls - Key Quotations and Evaluation
“You’re squiffy” – Sheila to Eric (Act 1)
• Shows Eric/ Sheila’s brother/ sister relationship.
• Colloquial language set period.
• Shows Eric drinks too much.
“I speak as a hard-headed business man.” (Act 1)
• Shows Mr Birling is hard-hearted.
• Shows pride in his hard-won success.
“Unsinkable, absolutely unsinkable.” Mr Birling (Act 1)
• Dramatic irony – audience knows something the characters don’t.
• Titanic is a metaphor for the family and its privileged position.
“We really must stop these silly pretences.” Sheila to Mrs Birling (Act 2)
• Sheila understands the Inspector’s message.
• Shows a division growing between Sheila and her mother.
• Shows that Sheila understands the need to stop lying. (Key theme)
“Girls of that class.” Mrs Birling to the Inspector (Act 2)
• Shows Mrs Birling thinks she is socially and morally superior.
• Almost as though the poor are by definition squalid and worthless.
• Emphasis on “that” shows her disgust in the working class.
“She was very pretty – soft brown hair and big dark eyes.” Gerald (Act 2)
• Gerald’s language stresses the difference between Eva and “women of the town” who he calls “hard-eyed” and “dough-faced”.
• By stressing the positive aspects of Eva, it makes her mistreatment seem even more cruel.
“You’re not the kind of father a chap could go to when he’s in trouble.” Eric (Act 2)
• The Birlings are not only hard-hearted towards the working class, but they are also inadequate parents.
• Birling says his son has been spoilt, and he is more concerned with covering up Eric’s wrongdoings so to avoid a social scandal.
“We are members of one body. We are responsible for each other.” The Inspector (Act 3)
• The core message of the Inspector and the play.
• Directly contrasts with Birling’s message of ‘every man for himself’.
• The message applies to all the characters and the audience.
“Everything’s all right now, Sheila.” Gerald to Sheila (Act 3)
• This shows Gerald has not understood the message.
• He cannot see that Sheila has been changed by the revelations.
• He offers Sheila the ring, showing how complacent he is.
“Each of you helped to kill her.” The Inspector (Act 3)
• The Inspector sums up, showing that the morally neglectful actions of the upper class family have condemned a working class girl to her death.
• Nobody in the family is without blame.
“Look Inspector, I’d give thousands…” Birling to the Inspector (Act 3)
• Birling wouldn’t pay Eva Smith an extra two shillings and sixpence but now offers thousands.
• The offer is meaningless because it is not possible to save Eva now.
• It shows Birling thinks he can solve everything with money.
“We are responsible for each other.” The Inspector (Act 3)
• Goole stresses that it is not enough just to keep to a set of accepted manners.
• We must all behave morally.
• This would have extra resonance before the Second World War – we cannot stand by and let fascism murder millions.
“Look at the way he talked to me…” Birling (Act 3)
• Shows that Birling feels his social status entitles him to different treatment.
“By Jingo! A fake!”
“How do you know it’s the same girl?”
• The Birlings are so desperate to believe their own innocence that they are willing to believe a highly unlikely set of coincidences.
“That doesn’t matter to me.” Eric (Act 3)
• The theories of innocence that Geralnd and Birling are concocting do not take away the fact that Eric feels guilty for his actions.
• He is not willing to bury his head in the sand and pretend he has done nothing wrong.
“I suppose we’re all nice people now.” Sheila (Act 3)
• Sheila is bitter about her family’s reaction.
• She is appalled that they think they have done nothing wrong simply because they think the girl is not dead.
• She wants them to acknowledge that they have behaved appallingly.
“That was the police. A girl has just died – on her way to the infirmary.”
• The twist in the tale.
• Mr and Mrs Birling, and Gerald, must face the reality of their actions.
• Their denial is destroyed.
• Shows Eric/ Sheila’s brother/ sister relationship.
• Colloquial language set period.
• Shows Eric drinks too much.
“I speak as a hard-headed business man.” (Act 1)
• Shows Mr Birling is hard-hearted.
• Shows pride in his hard-won success.
“Unsinkable, absolutely unsinkable.” Mr Birling (Act 1)
• Dramatic irony – audience knows something the characters don’t.
• Titanic is a metaphor for the family and its privileged position.
“We really must stop these silly pretences.” Sheila to Mrs Birling (Act 2)
• Sheila understands the Inspector’s message.
• Shows a division growing between Sheila and her mother.
• Shows that Sheila understands the need to stop lying. (Key theme)
“Girls of that class.” Mrs Birling to the Inspector (Act 2)
• Shows Mrs Birling thinks she is socially and morally superior.
• Almost as though the poor are by definition squalid and worthless.
• Emphasis on “that” shows her disgust in the working class.
“She was very pretty – soft brown hair and big dark eyes.” Gerald (Act 2)
• Gerald’s language stresses the difference between Eva and “women of the town” who he calls “hard-eyed” and “dough-faced”.
• By stressing the positive aspects of Eva, it makes her mistreatment seem even more cruel.
“You’re not the kind of father a chap could go to when he’s in trouble.” Eric (Act 2)
• The Birlings are not only hard-hearted towards the working class, but they are also inadequate parents.
• Birling says his son has been spoilt, and he is more concerned with covering up Eric’s wrongdoings so to avoid a social scandal.
“We are members of one body. We are responsible for each other.” The Inspector (Act 3)
• The core message of the Inspector and the play.
• Directly contrasts with Birling’s message of ‘every man for himself’.
• The message applies to all the characters and the audience.
“Everything’s all right now, Sheila.” Gerald to Sheila (Act 3)
• This shows Gerald has not understood the message.
• He cannot see that Sheila has been changed by the revelations.
• He offers Sheila the ring, showing how complacent he is.
“Each of you helped to kill her.” The Inspector (Act 3)
• The Inspector sums up, showing that the morally neglectful actions of the upper class family have condemned a working class girl to her death.
• Nobody in the family is without blame.
“Look Inspector, I’d give thousands…” Birling to the Inspector (Act 3)
• Birling wouldn’t pay Eva Smith an extra two shillings and sixpence but now offers thousands.
• The offer is meaningless because it is not possible to save Eva now.
• It shows Birling thinks he can solve everything with money.
“We are responsible for each other.” The Inspector (Act 3)
• Goole stresses that it is not enough just to keep to a set of accepted manners.
• We must all behave morally.
• This would have extra resonance before the Second World War – we cannot stand by and let fascism murder millions.
“Look at the way he talked to me…” Birling (Act 3)
• Shows that Birling feels his social status entitles him to different treatment.
“By Jingo! A fake!”
“How do you know it’s the same girl?”
• The Birlings are so desperate to believe their own innocence that they are willing to believe a highly unlikely set of coincidences.
“That doesn’t matter to me.” Eric (Act 3)
• The theories of innocence that Geralnd and Birling are concocting do not take away the fact that Eric feels guilty for his actions.
• He is not willing to bury his head in the sand and pretend he has done nothing wrong.
“I suppose we’re all nice people now.” Sheila (Act 3)
• Sheila is bitter about her family’s reaction.
• She is appalled that they think they have done nothing wrong simply because they think the girl is not dead.
• She wants them to acknowledge that they have behaved appallingly.
“That was the police. A girl has just died – on her way to the infirmary.”
• The twist in the tale.
• Mr and Mrs Birling, and Gerald, must face the reality of their actions.
• Their denial is destroyed.
Tuesday, 7 December 2010
Writing - Avoiding Cliches
Avoiding Cliches in Writing
Can you identify the trite, overused, and plain tired expressions in this paragraph?
John Doe had been sleeping like the dead when his alarm clock screamed like a Banshee at him. It was 1:36 P.M., and John had planned to be up bright and early that morning. His eyelids were as heavy as lead as he wracked his brain for excuses. It had been the mother of all lost weekends. Now he had to pay the piper - he'd missed school again, and the hand of doom was heavy upon his grades.
How did you do?
If you identified similes such as "like the dead," metaphors such as "the mother of all..." and modifiers such as "bright and early" then you have a good eye for worn-out language.
How do you identify and avoid cliches?
When writing, question any comparison or image you are about to use. Cliches often sneak in the barn door (another cliche) when we try to be descriptive. Is the phrase you're about to use one that you've heard frequently in casual conversation, on TV advertising? If so, it is probably a cliche or on its way there.
Instead of using stock phrases and images, be creative - but beware. Using the thesaurus has many dangers, such as misusing an synonym that doesn't quite fit the meaning you want. Inventing your own colorful descriptions can lead you as far astray as any worn-out phrase. Finally, avoid "padding" your work with cliches. This is an effective way to increase the length of an essay, but not to increase your grades. Most teachers know cliches when they smell them.
A list of worn-out or vague phrases found in student work, and alternatives (or at least advice):
| Phrase | Alternative |
| everyday life | can be cut completely or made specific. Consider: everyday life is very different for a college student and, say, a stock broker or homeless person! |
| in today's society | today, currently |
| pros and cons | advantages and disadvantages, costs and benefits |
| people | which ones? Be specific. |
| society | who is "society"? Too many alternates exist to list. Instead, be specific about which specific group of people considered |
| this day & age | today, presently |
Avoid these phrases because they are so often overused. Many of them crop up in essay-writing, too. We have added a few others to this (incomplete) list. Occasionally they have an ironic effect, or a reader might like them but usually teachers mark them as inappropriate:
| all walks of life | give the devil his due | never a dull moment |
| behind the eight ball | hook, line, and sinker | nipped in the bud |
| bitter end | by hook or crook | patience of Job |
| calm before the storm | in the nick of time | paying the piper |
| checkered career | in the same boat | sands of time |
| chomping at the bit | leaps and bounds | selling like hot cakes |
| cool as a cucumber | leave no stone unturned | stick out like a sore
thumb |
| cry over spilled milk | lock, stock, and barrel | whirlwind tour |
| fall on deaf ears | long arm of the law | winds of change |
| from time immemorial | march of history | writing on the wall |
S3 - Dulce/ Albion Summary Notes
The main events are…
Dulce et Decorum est…
Owen’s poem…
Beginning in…
We are dropped straight into…
The trenches of the first world war form…
We are asked to consider..
(1) The trenches of the first world war form the setting for Owen’s poem, whereas Armitage uses his home country. The first tells the story of a gas attack on a British trench, the latter the expectation and aftermath of armed combat in a contemporary war. (2) Each poem is written in the first person, giving it an authentic voice, but each poet (3) makes use of meter, simile, onomatopoeia and a range of other devices. (4) We are left to consider themes of death and loss, (5) while thinking of the poets’ own views of war.
Internal monologue
Antimeria
The distillation of an idea
The goal of a poem is to make the reader feel the same intense emotion as the writer
1. Main events – gas attack – trenches – death of comrade
Life before and after contemporary war - trauma
2. Characters/ perspective
3. Mention techniques/ not in detail
4. Themes – Loss/ treatment of soldiers/ Death/ Fear
5. Opinion of the poets?
Dulce et Decorum est…
Owen’s poem…
Beginning in…
We are dropped straight into…
The trenches of the first world war form…
We are asked to consider..
(1) The trenches of the first world war form the setting for Owen’s poem, whereas Armitage uses his home country. The first tells the story of a gas attack on a British trench, the latter the expectation and aftermath of armed combat in a contemporary war. (2) Each poem is written in the first person, giving it an authentic voice, but each poet (3) makes use of meter, simile, onomatopoeia and a range of other devices. (4) We are left to consider themes of death and loss, (5) while thinking of the poets’ own views of war.
Internal monologue
Antimeria
The distillation of an idea
The goal of a poem is to make the reader feel the same intense emotion as the writer
1. Main events – gas attack – trenches – death of comrade
Life before and after contemporary war - trauma
2. Characters/ perspective
3. Mention techniques/ not in detail
4. Themes – Loss/ treatment of soldiers/ Death/ Fear
5. Opinion of the poets?
S3 Vocabulary
allegory - a writing where the characters, events, and settings represent abstract qualities (creates a second meaning beneath the surface story)
alliteration - the repetition of consonant sounds at the beginning of words or within words
allusion - a passing reference to historical or fictional characters, places, events, or other works that the writer assumes the reader will recognize
analepsis (see flashback)
antagonist - the person or thing that causes conflict for the main character
assonance - the close repetition of vowel sounds between different consonant sounds (they are not exact rhymes)
bias - a personal and sometimes unreasoned judgment; prejudice
cadence - a rhythmic sequence or flow of sounds in language; the beat or pacing
climax - the point of highest intensity in a story.
colloquialism - a commonly used word or phrase that may be inappropriate for a formal writing
connotation - the associated or secondary meaning of a word
alliteration - the repetition of consonant sounds at the beginning of words or within words
allusion - a passing reference to historical or fictional characters, places, events, or other works that the writer assumes the reader will recognize
analepsis (see flashback)
antagonist - the person or thing that causes conflict for the main character
assonance - the close repetition of vowel sounds between different consonant sounds (they are not exact rhymes)
bias - a personal and sometimes unreasoned judgment; prejudice
cadence - a rhythmic sequence or flow of sounds in language; the beat or pacing
climax - the point of highest intensity in a story.
colloquialism - a commonly used word or phrase that may be inappropriate for a formal writing
connotation - the associated or secondary meaning of a word
Monday, 6 December 2010
Post 301.
As of today, I have posted to the blog more than three hundred times, and it has been viewed (since August) by more than fourteen thousand visitors.
Thank you all for continuing to make use of the website.
Here's a nice music video to run your eyes over - a lovely use of imagery, I might add.
Thank you all for continuing to make use of the website.
Here's a nice music video to run your eyes over - a lovely use of imagery, I might add.
V For Vendetta - Media Codes and Analysis
Int2s. Please copy the first six slides into your jotters if you are off tomorrow.
Thursday, 2 December 2010
Parents' Evening
As tonight's Parents' Evening has had to be rescheduled, please remind your parents that they are welcome to email me if they urgently want an update on how things are going. I will try to answer all emails within twenty-four hours.
Dulce et Decorum est/ Albion - Introductions
It feels like we're getting a bit muddled with our introductions (and I take my share of responsibility for that), so I'm just going to add a couple of example introductions to, hopefully, spark your own off. I don't want to see these reproduced in your jotters but if you choose to use some of the more interesting vocabulary I certainly wouldn't complain.
Introduction 1.
Written ninety years apart (1918/ 2008), Dulce… and Albion, by Armitage and Owen respectively, these poems address the savage nature of war, and the lies people are told to make it more palatable. By employing a range of poetic techniques, these poets are able to give readers access to the visceral reality of the soldier’s experience.
Introduction 2.
Dulce… and Albion are both war poems that explore the savage reality of war. Despite their writing at different times, and in distinctly different circumstances, Owen and Armitage both manage the difficult task of conveying this horror through poetry by employing a variety of techniques.
Introduction 3.
Given that both poems were written so far apart, it is interesting that both Dulce... and Albion come to such similar conclusions about the nature of war. By using specific poetic devices to greatest effect, it is hard not to come away from either Owen's or Armitage's poem without a greater understanding of the suffering of war.
PLease note that each of these tries to get away from the straight-ahead "This poem was written by... in..." style of introduction. This is where the really strong marks will come from. Try out different ways of beginning sentences and including similar information in different ways. Avoid the obvious...
Introduction 1.
Written ninety years apart (1918/ 2008), Dulce… and Albion, by Armitage and Owen respectively, these poems address the savage nature of war, and the lies people are told to make it more palatable. By employing a range of poetic techniques, these poets are able to give readers access to the visceral reality of the soldier’s experience.
Introduction 2.
Dulce… and Albion are both war poems that explore the savage reality of war. Despite their writing at different times, and in distinctly different circumstances, Owen and Armitage both manage the difficult task of conveying this horror through poetry by employing a variety of techniques.
Introduction 3.
Given that both poems were written so far apart, it is interesting that both Dulce... and Albion come to such similar conclusions about the nature of war. By using specific poetic devices to greatest effect, it is hard not to come away from either Owen's or Armitage's poem without a greater understanding of the suffering of war.
PLease note that each of these tries to get away from the straight-ahead "This poem was written by... in..." style of introduction. This is where the really strong marks will come from. Try out different ways of beginning sentences and including similar information in different ways. Avoid the obvious...
Close Reading Exam Prep.
This is for help with Close Reading - there's Writing advice coming later...
Wednesday, 1 December 2010
An Inspector Calls - Mr Birling Quotes/ Analysis
“I speak as a hard-headed business man.”
• Shows Mr Birling is hard-hearted.
• Shows pride in his hard-won success.
“A man has to make his own way – has to look after himself”
• Shows he is selfish
• he doesn’t care about anyone beyond his own family
“If you don’t come down hard on these people they’ll soon be asking for the earth.”
• He will not tolerate any threat to his wealth – even if it means being cruel.
• He does not see a connection between his actions and Eva’s death.
• No compassion.
• Shows Mr Birling is hard-hearted.
• Shows pride in his hard-won success.
“A man has to make his own way – has to look after himself”
• Shows he is selfish
• he doesn’t care about anyone beyond his own family
“If you don’t come down hard on these people they’ll soon be asking for the earth.”
• He will not tolerate any threat to his wealth – even if it means being cruel.
• He does not see a connection between his actions and Eva’s death.
• No compassion.
Neat Typing – Rules
1. Point 12 font only.
2. 1.5 line-spacing.
3. Align to the LEFT.
4. Times Hew Roman/ Rockwell or similar.
5. NOT Comic Sans, Chiller or other “fun” fonts.
6. Underline title.
7. Your name/ class at the bottom.
8. Spellcheck AND proof-read.
2. 1.5 line-spacing.
3. Align to the LEFT.
4. Times Hew Roman/ Rockwell or similar.
5. NOT Comic Sans, Chiller or other “fun” fonts.
6. Underline title.
7. Your name/ class at the bottom.
8. Spellcheck AND proof-read.
GLOSSARY - S3 - In progress
allegory - a writing where the characters, events, and settings represent abstract qualities (creates a second meaning beneath the surface story)
allusion - a passing reference to historical or fictional characters, places, events, or other works that the writer assumes the reader will recognize
analepsis (see flashback)
antagonist - the person or thing that causes conflict for the main character
assonance - the close repetition of vowel sounds between different consonant sounds (they are not exact rhymes)
bias - a personal and sometimes unreasoned judgment; prejudice
cadence - a rhythmic sequence or flow of sounds in language; the beat or pacing
climax - the point of highest intensity in a story (where the outcome is decided) --
colloquialism - a commonly used word or phrase that may be inappropriate for a formal writing.
connotation - the associated or secondary meaning of a word
allusion - a passing reference to historical or fictional characters, places, events, or other works that the writer assumes the reader will recognize
analepsis (see flashback)
antagonist - the person or thing that causes conflict for the main character
assonance - the close repetition of vowel sounds between different consonant sounds (they are not exact rhymes)
bias - a personal and sometimes unreasoned judgment; prejudice
cadence - a rhythmic sequence or flow of sounds in language; the beat or pacing
climax - the point of highest intensity in a story (where the outcome is decided) --
colloquialism - a commonly used word or phrase that may be inappropriate for a formal writing.
connotation - the associated or secondary meaning of a word
Poetry Creative Writing - S2
Haiku
5-7-5
(Three)
Acrostic
Every line begins with a letter to spell a vertical word. (Eight syllables per line/ min. eight lines)
Sonnet
14 lines (4/4/4/2)
(Ten syllables per line)
Couplets
A series of rhyming twin lines.
(Ten syllables/ eight lines)
Quatrains
A series of rhyming twin lines/ two pairs per verse.
(Ten syllables/ 3 quatrains)
Themes:
Magic
Forests
Seasons
Plays/ Drama
Love
Books
Time
5-7-5
(Three)
Acrostic
Every line begins with a letter to spell a vertical word. (Eight syllables per line/ min. eight lines)
Sonnet
14 lines (4/4/4/2)
(Ten syllables per line)
Couplets
A series of rhyming twin lines.
(Ten syllables/ eight lines)
Quatrains
A series of rhyming twin lines/ two pairs per verse.
(Ten syllables/ 3 quatrains)
Themes:
Magic
Forests
Seasons
Plays/ Drama
Love
Books
Time
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