S3 work for first week back (if you are going to be absent from class)

Learning Intentions:

*To refresh knowledge of the plot so far
*To understand how Chapter 5 acts as a turning point.


What has happened so far?


Bullet point main events so far



What main themes have we seen so far?


Chapter 5 notes refresh

•Ralph is worried about the group and his power as leader:“ The meeting must not be fun (Jack), but business.” Moral and physical decay hinted at through Ralph’s appearance: ‘frayed edges of his shorts were making an uncomfortable, pink area on the front of his thighs’.


•Place of assembly modelled on Parliament but the power of democracy is fading, becoming fragile. Even the conch seems faded: ‘’Exposure to the air had bleached the yellow and pink to near white, and transparency. Symbolism of where the people sit: ‘most of the hunters, on Ralph’s right; the rest on the left, under the sun.’

•Ralph reads the riot act: “Can’t you see we ought to – ought to die before we let the fire out?” Fear: of the breakdown of law and order, but also of the unknown, leading to savagery in order to protect oneself from what you cannot understand/ parallel with today and then- middle East.

•Jack behaves like a bully: picking on the weaker ones (the littluns). Piggy hints at the link between the beast and people: “I know there isn’t no beast… Unless we get frightened of people.”. Jack humiliates Simon: “He was taken short’, and we see the cries of those who suffer and who are humiliated: the littluns. Parallel with the Jews.

•Descent into savagery: no one minds that Jack has not got the conch when he speaks, a new fear, coming from the sea is voiced but impossible to confirm and we see a breaking of sanity due to the lack of respect for the rules they themselves had set up: ‘Bollocks to the rules’

•Simon expresses doubt and becomes prophetic: “May be it’s only us…S. became inarticulate in his effort to express mankind’s essential illness.”- once again, link between the beast and mankind- the cruelty of mankind.

•Jack behaves like a bully: picking on the weaker ones (the littluns). Piggy hints at the link between the beast and people: “I know there isn’t no beast… Unless we get frightened of people.”. Jack humiliates Simon: “He was taken short’, and we see the cries of those who suffer and who are humiliated: the littluns. Parallel with the Jews.

•Descent into savagery: no one minds that Jack has not got the conch when he speaks, a new fear, coming from the sea is voiced but impossible to confirm and we see a breaking of sanity due to the lack of respect for the rules they themselves had set up: ‘Bollocks to the rules’

•Simon expresses doubt and becomes prophetic: “May be it’s only us…S. became inarticulate in his effort to express mankind’s essential illness.”- once again, link between the beast and mankind- the cruelty of mankind.


•Break down of the established order perceived by Ralph: ‘The world, that understandable and lawful world, was slipping away.’ Piggy realises the danger Jack’s attitude is posing for democracy and sanity: “If J. was chief he’d have us all hunting and no fire.”


•Chapter ends with a “wail”: a more primitive sound compared to an “inarticulate gibberish”. The lexis highlights a move closer to a primitive or savage existence.


•R, P and S, have become isolated from the rest of the group: ‘the three boys stood in the darkness, striving unsuccessfully to convey the majesty of adult life.’


•‘Things are breaking up. I don’t understand why. We began well.’


Characters

•Ralph: tries to assert authority, be the voice of reason, but has not really got enough power to pull it off. All through chapter his authority wanes away. Realises the importance of rules and their abeyance. Begins to show a better grasp of what is required for law and order, but too late to really imprint it on the others.


•Jack: behaving more and more like a bully, using fear to get his way. Becoming more violent and primitive. obsessed with hunting and killing pigs. Humiliates Simon.


•Piggy: shows yet more insight and understanding of what is needed to be done in order to be safe, p86 (ought to die…). He shows a lot of sense and practicality, never loses sight of rescue. Understands that what they have to fear comes from themselves, p90 (unless we get frightened of people). Beginning to fear Jack. Aware of the danger he represents (I’m scared of him…).


•Simon: still the loner, also the thinker, humiliated by Jack who does not control him. Finds it difficult to speak (to speak to an assembly was a terrible thing to him). He speaks prophetically: “Simon became inarticulate in his effort to express mankind’s essential illness.”


TASK- Chapter 5 as a TURNING POINT


The Assembly at Night is a key scene because it signals the change in power on the island between Ralph and Jack.


When we analyse or write about a turning point, we must include:


•What happens before


•What happens during the turning point


•What the result of the turning point is


So what happens before?

  Jack and Ralph have very different priorities on the island; Jack wants to hunt and kill, while Ralph wants to build shelters, maintain a fire and keep order. This clash in outlook leads to conflict when Jack ignores the most responsible duty he has – the maintenance of the fire. A ship passes and there is no smoke – battle lines between Jack and Ralph are drawn.

  Ralph fails to humble Jack who has produced meat for the camp. By appealing to the boys’ immediate needs Jack wins favour from the majority of the boys who quickly forget the disappointment of the passing vessel.

   Ralph, frustrated and worried, decides to call an immediate assembly. However, it is late at night and Ralph’s decision backfires. He has played directly into Jack’s hands.


What happens during the turning point?



To fully analyse this we must take notes on:


1.Ralph’s motivation for calling the assembly


2.Ralph’s performance at the start of the assembly


3.Ralph’s inability to control the meeting


4.Jack’s contribution to the assembly


5.The concerns and contributions of the other boys



What the result of the turning point is


6. the effect the assembly has on Ralph’s leadership and how we can now see Jack’s emerging dominance


Match the quotes below to each above section. Then, for each quote:


•Find the context


•Fully analyse the quote to reveal what it shows about the characters and the changes occurring.



Use your answers to create a table-like the one you used for your essay!

Context	Quote	Explanation/Analysis
At the beginning of the assembly Ralph is confused by his emotions. He is jealous of Jack’s free spirit and the others’ enjoyment of the hunt and the meat.	““Kill the pig. Cut her throat. Bash her in.” Ralph watched them, envious and resentful. Not till they flagged and the chant died away, did he speak. “I’m calling an assembly.”” P94	Ralph dos not seem completely aware of the descent into savagery and is even jealous of the boys’ embracing of the hunt and the celebration of the kill. The singing and the chanting are symbolic of the new unity and togetherness that the boys feel. Ralph is “envious” because he would like to be a part of the unity of purpose.

 

““Kill the pig. Cut her throat. Bash her in.”   Ralph watched them, envious and resentful. Not till they flagged and the chant died away, did he speak.       “I’m calling an assembly.”” P94

“I can’t think. Not like Piggy.” P97

“Those that were aware that a ship had passed the island while the fire was out were subdued by the thought of Ralph’s anger. “ P98

“Now people seem to use anywhere. Even near the shelters and the platform. You littleuns , when you’re getting fruit; if you’re taken short---“ The assembly roared.” P100

“Too many things.” P101

“Things are breaking up. I don’t understand why. We began well; we were happy. And then---“ P102

“Am I a hunter or am I not” P104

“Last night I had a dream, a horrid dream, fighting with things. I was outside the shelter by myself, fighting with things, those twisty things in the trees.” P105”

“There’s too much talking out of turn,” Ralph said, because we can’t have proper assemblies if you don’t stick to the rules.” P112

“What are we? Humans? Animals? Or savages? What’s grown ups going to think?” P113

“Bollocks to he rules” P114

“If I blow the conch and they don’t com back; then we’ve had it. We shan’t keep the fire going. We’ll be like animals.” P115

Essay revision notes and group essay notes

Key things to revise:
²theme
² characterisation (one or two main characters, two minor characters) and how they progress through the novel, the themes they connect to, what they symbolise, conflicts and relationships between them
² setting in time & place
² key incidents (including opening & conclusion)
² narrative technique
²structure
² symbolism
Narrative voice.

Practice essay writing- the more essays that you write, the more confident you will become in this.

Remember to stick to the PCQEL/ PCQECQEL structure and try mention the BIG techniques: characterisation, setting, symbolism, narrative voice, structure etc. where possible.

Work on the depth of your analysis.

Try to add personal evaluation throughout (as part of analysis or linking) as well as in your conclusion: consider- what it has taught you/ its relevance today etc.

I've included notes from a pervious class- just so you can see other points that can be made (though I do not think they are as good!) :)

This was not covered in class, and instead is a previous class's notes.

Template and formatting for folio!!

SUBMITTING YOUR ENGLISH FOLIO

Your English Folio MUST be submitted on paper, but using the SQA’s specially formatted sheet.  The format looks like the sheet you are reading now.

You can get a Word copy of the folio template from the SQA website here:     

http://www.sqa.org.uk/sqa/47904.html

by clicking on the heading called “Submitting Coursework” ( You can also get a pdf of the template there, but you will not be able to type into it if you use the pdf format)

I can also give you a copy of it on a memory stick, if you ask me nicely!

You can type directly onto the template, or you can copy and paste in your writing from another file. You can also print the template and hand-write directly onto it. Both of your Folio pieces MUST be contained within one template. Give a clear indication of where each piece of writing starts by giving each piece a clear title and starting each piece at the top of a new page.

If you are typing directly into the template, it will give you a font, font size and layout automatically.  If you are typing in another file to paste in, please remember:

·         use 12 point print size

·         take a double return for new paragraphs

·         use 1 and half line spacing

Please make sure that your writing stays inside the margin box on the template.

Remember that discursive and persuasive pieces should have a bibliography.

Make sure you know the allowed word count for each piece and you stick to it.

Your Scottish Candidate Number, and a page number must be at the foot of every page in the template, using the boxes provided. These are for the purposes of identification.

It is recommended that the portfolio pieces are printed double-sided, but please do not use staples to attach your pages together.

Higher Havisham questions on stanza 3

 

 

1. What connotations are there for ‘puce’ (dark red)?
2. What is the speaker describing in lines 10-13?
3. What might this reveal?

 

Higher green light symbolism posters

3B3 LOTF Setting posters

3A1 LOTF Chapter One setting posters

Higher homework and deadlines for next week

Monday- finish 'Val' questions- see post below
Broadsheet review 4

Tuesday- persuasive talks based on essays- must be approx 4 minutes long.

HIgher 'Valentine' questions

1. Many of the main ideas or concerns of the poem come across clearly in the first and second stanzas.
(a) By referring closely to lines 1-5, evaluate their effectiveness as an opening to the poem. 2



2. Discuss how the writer effectively creates this persona through her use of word choice, structure and/or tone. 4



3. Analyse how the writer’s use of imagery and/or symbolism is effective in conveying the persona’s opinions on love. 4

Higher deadlines

• First drafts to be started in class on the 6th September
• 'Valentine' homework for Friday
• First draft persuasive to be handed in by the 16th September
• Persuasive solo talks begin on Tuesday 21st September
• Broadsheet reviews due every Monday

If any deadlines are missed, you must come to speak to me to explain!

Gatsby questions- to be finished for Wednesday 7th

1.Having read the first few paragraphs of the novel, what do you know about Nick’s personality? Give quotes to back up your answers. i.e. He says he is honest: ‘one of the few honest people that I have ever known’

2.According to Nick, what was a particularly unusual aspect of Gatsby’s character? Include the quotation.

3.At the start of the novel Nick’s father reminds him that not everyone has had his advantages. Describe Nick, list his advantages, and detail the facts you know about him.

4.Do you consider Nick to be a “good/reliable/honest” narrator? Justify your response.

Higher persuasive plan- due Monday 29th August

My Persuasive Essay Plan

• You must have at least four main points to thouroughly convince your reader
• Each point should be supported by two pieces of evidence
• Evidence should be a variety of: professional opinions, real life examples, statistics and data, quotes, article excerpts, anecdotes, trusted website information etc.
• Keep track of where you found your evidence. To do this, idenitfy your sources in the bibliography section at the end of this proposal.

Good luck!!! 

___________________________________________________________

Full Name:

Title of Essay:

My Overall Argument:

___________________________________________________________________________________

First Point:

___________________________________________________________________________________

• Evidence 1:

• Evidence 2:

___________________________________________________________________________________

Second Point:

___________________________________________________________________________________

• Evidence 1:

• Evidence 2:

___________________________________________________________________________________

Third Point:

___________________________________________________________________________________

• Evidence 1:

• Evidence 2:

___________________________________________________________________________________

Fourth Point:

___________________________________________________________________________________

• Evidence 1:

• Evidence 2:

Bibliography

This is where you keep track of where you found your evidence. It is necessary to include a bibliography when you submit your completed essay.

  Evidence for body paragraph 1:

 
1)







2)






Evidence for body paragraph 2:

 
1)







2)







Evidence for body paragraph 3:

 
1)







2)







 Evidence for body paragraph 4:

 
1)







2)

Sample Persuasive Essay Proposal

Full Name: Emily Smith

Title of Essay: Why we should assist Euthanasia

My Overall argument: Euthanasia should be legalised

___________________________________________________________________________________

First Point:    Disallowing the practice of Euthanasia to people who suffer is cruel

___________________________________________________________________________________

• Evidence 1: "The current prohibitions require a person with great physical strength and/or mental suffereing to continue to endure their suffereing against their wishes, which cannot be right!"- Article from the 'Guardian Newspaper', written by Dr Kailash Chand, GP: http://www.theguardian.com/society/joepublic/2009/jul/01/euthanasia-assisted-suicide-uk

• Evidence 2: Sue Roriguez, a mother in her early thirties, died slowly of Lou Gehrig's disease. She lived for several years with the knowledge that he muscles would, one by one, waste away until the day cane when. full conscious, she would choke to death. She begged the Courts to reassure her that a doctor would be allowed to assist her in choosing the moment of death. They refused. She lived on in terror, helped eventually by a doctor who, in February 1994, covertly broke the law to help her die in peace.- Real life example: http://www.euthanasia.cc/cases.html

___________________________________________________________________________________

Second Point:  Allowing people to die will free up scarce health resources

___________________________________________________________________________________

• Evidence 1: In most countries there is a shortage of health resources. As a result, some people who are ill and could be cured are not able to get speedy access to the facilities they need for treatment. At the same time, health resources are being used on people who cannot be cured, and who, for their ouwn reasons, would prefer not to continue living.- BBC website: http://www.bbc.co.uk/ethics/euthanasia/infavour_1.shtml

• Evidence 2: In 2009, Americal Health Care paid $50 billion just for doctor and hospital bills during the last two months of patients' lives- that's more than the budget of the Department of Homeland Security or the Department of Education.- Article from the CBS News Website, 'The Cost of Dying': http://www.cbsnews.com/8301-18560_162-5711689.html

___________________________________________________________________________________

Continue for third point, fourth point, etc.

Higher homework reminder

Persuasive proposals are due today.
Gatsby research on the 'Jazz Age' due tomorrow.
Broadsheet review for Monday.

Welcome Boroughmuir pupils!

Please check here regularly for notes and messages.

Higher/Nat 5- beware of spoilers. A lot of notes are already up for the texts you are studying. If you read them in advance, you will spoil the text and the lessons! 

Higher/Nat 5 BROADSHEET REVIEW INSTRUCTIONS

BROADSHEET REVIEW

 

Choose a quality piece of journalism, from a broadsheet newspaper, which is comment or opinion-based. Good papers to use include: The Herald, Scotsman, Times, Telegraph, Independent, Guardian, Scotlandon Sunday, Sunday Herald, Observer on Sunday etc. You can use an on-line article if you wish.

• Read through the article and then complete the following:

1. a summary of the main point / argument of the article, including date, paper and journalist’s name (try to include purpose and audience if you can- why it was written and who it was written for!)

2. a summative analysis of key features of the writer’s craft

a. tone and register

b. word choice and imagery

c. use of humour

d. use of anecdote / statistics / expert witness

e. structure, including linking paragraphs, contrasts and developments of argument

f. specific use of rhetorical skills such as hyperbole and understatement, antithesis, climax and anti climax

3.A brief conclusion evaluating the success of the piece.

One of these should be completed every month, due in on a FRIDAY. After the initial few, they should not take you longer than 15 minutes. As you get more and more feedback, your reviews should become better and better with time! Note form is acceptable if clearly headed and detailed.

Absent 3rd years: tomorrow's writing assessments!!!

Writing assessments start tomorrow and will continue over 3 whole periods to ensure they are perfect before assessment.

You will be assessed against the following criteria:


English: Creation and Production
Outcome 1 The learner will:

•1 Create and produce detailed written texts by:

•1.1 Selecting significant ideas and content, using a format and structure appropriate to purpose and audience

•1.2 Applying knowledge and understanding of language in terms of language choice and technical accuracy

•1.3 Communicating meaning at first reading


English: LITERACY
Outcome 3 The learner will:

•3 Write detailed technically accurate texts by:

•3.1 Selecting and using appropriate language

•3.2 Organising writing appropriately

•3.3 Using appropriate spelling, grammar and punctuation

During the assessment, you will not be allowed your jotter or full folder. You can, however, have the following things with you:


•Your pink planning sheet


•Character charts


•An A4 sheet of setting descriptions/ openings/other notes

Make sure your planning is completed in detail and that you have everything ready to start your assessment.

If you think you are organised, then why don’t you have a practice run?- start writing. That means that when you sit your assessment, you will know exactly what to do, or what not to do!

Good luck

Good luck to everyone in their exams today! I am sure you will all be great!
Ms B.

More notes now up for all NQ classes! Good Luck!

A very best of luck to you all in your exams: I have no doubt that, with continued revision and hard work, you will all do well. Please remember that you can contact me via the blog comments section or via the email link in the profile section at any time if you need help.
It has been a pleasure teaching you all this year,
Ms B.

School Closure- notes and work for S4/S5/S6 classes.

 The school hopes to be open tomorrow but I am aware that some of you will be anxious due to impending exams and that we are all a little short for time as it is. As a result, I will continue to put work up here while I cannot see you. Please use the e-mail on the profile link to send any questions or work to me.


S4A1- Talks will be performed as soon as we return to school. We may need to hold some assessments at breaks and lunch to free up time.

I have put up notes for Hathaway on the 4A1 Duffy poetry page for you. Please use these notes to annotate your poem and fill in your overview sheet for all poems completed so far. Overview and Themes sheets can be found at a link at the bottom of the Duffy notes page.

Once you have completed that, you can attempt the following essay question on 'Lord of The Flies':
Choose a novel which has a key incident.
Give a brief account of the incident, and by referring to appropriate techniques, show how this incident is important to the text as a whole

S5B3- You should have completed the word-choice and imagery work and your essay for 'All that Glisters' for today. If you can, please get a friend or class-mate to read over your essay and peer-assess it for you. Try to improve it based on your peer-assessment.
You should also read over 'Bold Girls' revision notes on blog.

S5B2 (Ms Cobb's class)- Read over 'Bold Girls' notes on blog and make revision notes from these.


Higher- S5A1. We will now be concentrating on 'Cone Gatherers' revision. Please read over the notes on this blog to revise and then attempt the following practice paper below. Be ready to hand in answers on Friday:


Text 5
—
Prose

The Cone-Gatherers by Robin Jenkins
This extract is taken from Chapter Four. Duror has gone to the Big House to see Lady
Runcie-Campbell.

Lady Runcie-Campbell was in the office at the front of the house writing letters. When
he knocked, she bade him enter in her clear courteous musical voice.
A stranger, hearing her, would have anticipated some kind of loveliness in so charming a
speaker; he might not, however, have expected to find such outstanding beauty of face
and form married to such earnestness of spirit; and he would assuredly have been both
startled and impressed.
Duror, who knew her well, had been afraid that in her presence he might be shamed or
inspired into abandoning his scheme against the cone-gatherers. In spite of her clothes,
expensive though simple, of her valuable adornments such as earrings, brooches, and
rings, and of her sometimes almost mystical sense of responsibility as a representative of
the ruling class, she had an ability to exalt people out of their humdrum selves. Indeed,
Duror often associated religion not with the smell of pinewood pews or of damp Bibles,
but rather with her perfume, so elusive to describe. Her father the judge had
bequeathed to her a passion for justice, profound and intelligent; and a determination to
see right done, even at the expense of rank or pride. Her husband Sir Colin was orthodox,
instinctively preferring the way of a world that for many generations had allowed his
family to enjoy position and wealth. Therefore he had grumbled at his wife’s
conscientiousness, and was fond of pointing out, with affection but without sympathy, the
contradiction between her emulation of Christ and her eminence as a baronet’s wife.
She would have given the cone-gatherers the use of the beach-hut, if Duror had not
dissuaded her; and she had not forgotten to ask him afterwards what their hut was like.
He had had to lie.
Now, when he was going to lie again, this time knowing it would implicate her in his
chosen evil, he felt that he was about to commit before her eyes an obscene gesture,
such as he had falsely accused the dwarf of making. In the sunny scented room
therefore, where the happy voices of the cricket players on the lawn could be heard, he
suddenly saw himself standing up to the neck in a black filth, like a stags’ wallowing pool
deep in the wood. High above the trees shone the sun and everywhere birds sang; but
this filth, as he watched, crept up until it entered his mouth, covered his ears, blinded
his eyes, and so annihilated him. So would he perish, he knew; and somewhere in the
vision, as a presence, exciting him so that his heart beat fast, but never visible, was a
hand outstretched to help him out of that mire, if he wished to be helped.
He saw her hand with its glittering rings held out to invite him to sit down.
“Good morning, Duror,” she said, with a smile. “Isn’t it just splendid?”
“Yes, my lady.”
She looked at him frankly and sympathetically: it was obvious she attributed his subdued
tone to sorrow over his wife. If at the same time she noticed with surprise that he hadn’t
shaved, it did not diminish her sympathy, as it would have her husband’s.
“How is Mrs. Duror?” she asked gently.
“Not too well, I’m sorry to say, my lady. This spell of fine weather has upset her. She
asked me to thank you for the flowers.”
She was so slim, golden-haired, and vital, that her solicitude for Peggy gripped him like a
fierce cramp in his belly.
She noticed how pale he had turned, how ill he looked.
“I often think of your poor wife, Duror,” she said.
She glanced at her husband’s portrait in uniform on the desk in front of her.
Duror could not see the photograph from where he sat, but he could see clearly enough in
his imagination the original, as gawky as she was beautiful, as glum as she was gay, and as
matter-of-fact as she was compassionate.
“This war,” she went on quickly, “with its dreadful separations has shown me at least
what she has missed all these years. Something has come between us and the things we
love, the things on which our faith depends: flowers and dogs and trees and friends.
She’s been cut off so much longer.”

Questions

29. look at lines 1—19.
By referring to at least two examples, analyse how Jenkins’s use of language creates
a positive impression of lady Runcie-Campbell.       (4)
           
30. look at lines 23—43.
By referring to two examples, analyse how the writer uses language to convey the
contrast between Duror and lady Runcie-Campbell.   (4)

31.look at lines 50—53.
Explain why lady Runcie-Campbell now feels more able to identify with Peggy’s situation. (2)

32. In the novel, Duror is presented not just as an evil character, but one who might be
worthy of some sympathy.
With reference to this extract and elsewhere in the novel, explain how both aspects of Duror’s character are portrayed. (10)

Higher talk planning sheets and completed work

There are 2 poly-pockets pinned to my classroom door containing the above, should you wish to pop into the school over the weekend to collect and prepare for Monday!

Thanks,
Ms B.

Higher Talks

Please remember that Higher talk assessments begin on Monday. Here is the advice that I was going to give you today:


‘The bottom line is, public speaking isn’t drilled into us at school the way it is American kids – and it ought to be. Most of us only find ourselves in the spotlight as adults, having built it up to A Big Scary Thing in our minds. But because this now feels natural to me as breathing – I don’t just like it, I really and truly enjoy every last second of it – I’m constantly amazed by how many women say they couldn’t possibly do it. How unconfident they feel, in front of an audience. (It’s not exclusively a female issue – but perhaps men feel less free to admit it.) Fact is, today – even if it’s presenting a report to a board of executives, or standing up at the annual staff get-together to offer a few words of praise to a departing colleague – most of us are going to have to open our mouths to speak in public. Josephine Fairley-‘The Telegraph’



Hate giving presentations? You are not alone

Wallechinsky et al (1977):

Asked 3000 pupils “What do you fear most?”

41% placed public speaking at the top of their list

(above the fear of sickness, loneliness or death…)


Why do we hate talks so much?

Mostly we are scared of making a fool of ourselves in front of others, but please remember that you are in a HIgher class- evenryone is in the same boat and they all know how nerve-wracking it is. No-one is going to make fin of you, and since your talks are on an essay that you have already written and had marked- you can guarentee that your subject and techniques used are going to be good!

Why do we have to perform solo talks?

• It is highly unlikely that your career path will allow you to avoid speaking your mind publicly.
•  Information is redundant if it is not shared.
•  Organisations are aware that people prefer listening to messages rather than reading them.
•  Speaking to more than one person allows a healthy and dynamic exchange of views and is the quickest way to exchange information to a large number at once.
• There are also many cases outside of a career where an ability to speak publicly is incredibly useful: including interviews etc

Performing

What makes a good talk?


In order to produce a good talk you must be able to


• Organise and summarise complex information effectively.


• Communicate this information clearly.


• Manage time efficiently.


These are all skills which will help you learn.

 These are also highly marketable skills.


General performance tips



1. Finding the right register:

Most speech is conversational.

Most written text is grammatically convoluted.

 Getting the right balance between formality and informality in a presentation is very tricky.

• Avoid colloquialisms (“sort of” or “kinda”)


• Try to avoid erms and ums.


• You want your audience to respect you, not like you.


• Try to speak more slowly than you would normally.


• Use pauses for emphasis (as opposed to raising your voice)


• Don’t let your voice fade away at the end of sentences.

 Anxiety reduction


The easiest way to reduce anxiety is to have a well prepared and well rehearsed presentation.

However, if nerves are still a problem, try the following…


• Visualisation: Imagine yourself giving a brilliant presentation.
• Breath deeply.
• Relax muscles / Release tension.
• Take a script which you can read if all else fails.
• Do something else really stressful just before…(drastic, but works!)

Unfortunately, the most effective treatment for public speaking anxiety is exposure. E.g. it gets better with practice


Know your audience:

This is easy for you - they will be fellow students plus me.

In other words, the majority will know as much or less than you do about the topic.


Academics have to face a wide variety of different audiences.

I have talked about my research/teaching to:


• Members of the public


• Other teachers and SMT- including those outwith this school!


• Parents and pupils


• University pupils

In each case, the talk had to be tailored appropriately, but a good general rule is that it pays to keep things simple.


Practice


• Practice giving the presentation to a friendly audience and ask them for honest and constructive criticism.

• Be prepared for it to hurt!

• Act on it.

• Meeting the time-limit is very important, and requires practice.


• So practice out loud on your own with a clock.


• Practice can be counter productive - if its just winding you up, stop!

•Record yourself and watch back- embarrassing perhaps but then you can see your mistakes and fix them!

Misc

• Make eye contact.

• Talk clearly to the back of the audience.

• Don’t mumble the ends of sentences.

• Be enthusiastic (or pretend…)

• Ask me to warn you when you have two minutes left.

• The only way it gets better is to give more talks. So practice!

• Book yourself a treat for immediately afterwards.

 

Good Luck!

L- Nat 3 Media Creation design

Higher homework for Feb break (sorry!)

Persuasive proposals to be completed for Monday 22nd (first day back!!)

'Queens English Society' Task- Choose a stance- whether you belive the society should have been closed or not- then change the article to persuade. Use the information in the article and bend it. Add lots of persuasive techniques and any other info you can find. Try to structure it properly. Try to make it stylish and powerful!


Have a lovely holiday!!

Persuasive plan and example plan

My Persuasive Essay Plan

• You must have at least four main points to thouroughly convince your reader
• Each point should be supported by two pieces of evidence
• Evidence should be a variety of: professional opinions, real life examples, statistics and data, quotes, article excerpts, anecdotes, trusted website information etc.
• Keep track of where you found your evidence. To do this, idenitfy your sources in the bibliography section at the end of this proposal.

Good luck!!! 

 

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Full Name:

 

 

Title of Essay:

My Overall Argument:

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First Point:

___________________________________________________________________________________

• Evidence 1:

• Evidence 2:

___________________________________________________________________________________

Second Point:

___________________________________________________________________________________

• Evidence 1:

• Evidence 2:

___________________________________________________________________________________

Third Point:

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• Evidence 1:

• Evidence 2:

___________________________________________________________________________________

Fourth Point:

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• Evidence 1:

• Evidence 2:

Bibliography

This is where you keep track of where you found your evidence. It is necessary to include a bibliography when you submit your completed essay.

  Evidence for body paragraph 1:

 
1)







2)






Evidence for body paragraph 2:

 
1)







2)







Evidence for body paragraph 3:

 
1)







2)







 Evidence for body paragraph 4:

 
1)







2)

Sample Persuasive Essay Proposal

Full Name: Emily Smith

Title of Essay: Why we should assist Euthanasia

My Overall argument: Euthanasia should be legalised

 

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First Point:    Disallowing the practice of Euthanasia to people who suffer is cruel

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• Evidence 1: "The current prohibitions require a person with great physical strength and/or mental suffereing to continue to endure their suffereing against their wishes, which cannot be right!"- Article from the 'Guardian Newspaper', written by Dr Kailash Chand, GP: http://www.theguardian.com/society/joepublic/2009/jul/01/euthanasia-assisted-suicide-uk

• Evidence 2: Sue Roriguez, a mother in her early thirties, died slowly of Lou Gehrig's disease. She lived for several years with the knowledge that he muscles would, one by one, waste away until the day cane when. full conscious, she would choke to death. She begged the Courts to reassure her that a doctor would be allowed to assist her in choosing the moment of death. They refused. She lived on in terror, helped eventually by a doctor who, in February 1994, covertly broke the law to help her die in peace.- Real life example: http://www.euthanasia.cc/cases.html

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Second Point:  Allowing people to die will free up scarce health resources

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• Evidence 1: In most countries there is a shortage of health resources. As a result, some people who are ill and could be cured are not able to get speedy access to the facilities they need for treatment. At the same time, health resources are being used on people who cannot be cured, and who, for their ouwn reasons, would prefer not to continue living.- BBC website: http://www.bbc.co.uk/ethics/euthanasia/infavour_1.shtml

• Evidence 2: In 2009, Americal Health Care paid $50 billion just for doctor and hospital bills during the last two months of patients' lives- that's more than the budget of the Department of Homeland Security or the Department of Education.- Article from the CBS News Website, 'The Cost of Dying': http://www.cbsnews.com/8301-18560_162-5711689.html

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Continue for third point, fourth point, etc.