English - Years 12 and 13

Please find below a copy of the "Tempers" guidelines for analysing unfamiliar (and familiar) texts.

Analysis…consider, in any order, the following:

Technique
The author/poet/director/advertiser/playwright (name them) uses:

Verbal / Visual language feature


Example
(quote) “…………………………………”


Meaning

Literal: this shows….This could mean that…
Metaphorical: this could be a metaphor for…this implies…this reveals…


Purpose
By using this technique, the author/poet/director/advertiser/playwright:
Conveys the idea that…suggests…develops the idea that…challenges the idea that…leads us to question…signals…guides the reader/viewer to…tells us…teaches us…indicates…portrays…illustrates how…evokes a mood of…

Creates / develops a: personal…emphatic…instructional…insistent…witty…sarcastic…mocking…lecturing…
Pompous…patriarchal…matriarchal…reserved…lyrical…political…awkward…cliched…
Excited…aggressive…stirring…melancholic…reflective…ironic… tone.


Effect
Associations / Thoughts: We associate…with…..we are made to think…we remember…we are surprised at…
Feelings: This makes us feel…this makes us empathise with…this makes us feel sympathy for…we laugh at…we enjoy…This unsettles us…because


Relevance
Links to other places in the text: This expands on…This links to…this echoes the earlier…this foreshadows…This reinforces…reflects…this reminds us of….this builds a sense/tone/image of…
Contrasts…. This is juxtaposed with…this contrasts with…


Success

The writing/image is: powerful…evocative…succinct…overly simplistic…well-crafted…effective…shocking…unnerving…realistic…universal…truthful…original…surprising…dated…concise…understated…deliberate…startling…thought-provoking…hackneyed…contradictory…dynamic…striking…disappointing…overwritten…
Formulaic…beautiful…emotive…ground-breaking…twee…jingoistic…because…(see above)

Yr 13 English: Shakespeare Comparison Task

Hi Year 13 students. Your blog task requires you to:

1. Write a post in response to this one.

2. Head up with the 'essential question' you have chosen.

3. Write down your three 'subsidiary questions', and also your answers to each of these questions.

4. Conclude with your answer to the 'essential question' that you headed up with.

Make sense? Good. Get onto it.

EG

Scholarship English - Manhattan and Brisbane

Hi there once again you lot - here's your chance to post your paragraph on similarities/differences between these two. Go for it.

Scholarship English - Brian Turner and Nigel Cox

Hi there you lot - this post is just to give you the chance to post the introduction you wrote to the essay on these two pieces as practice for Section A. Post away.

The Bomb is Made - Scholarship

Hi there Scholarship English aspirants,

Your task is to:
- identify a key idea in Keith Sinclair's poem 'The Bomb is Made'
- table some supporting detail from the poem
- and most importantly, explain the link(s) between the idea and the detail(s)

Feel free to write your own comment, as well as responding to the comments of others. You may like to write more than one comment over the course of the week.

Incidentally, I really enjoyed the session we had together today after school - thanks for being so interesting and interested,

Mr Edgecombe

The Lives of Others - summarise your argument

Hi Year 13s. Your task - in response to this post - is to summarise your essay argument. Answer the following questions:

- What's the question you're answering?
- What does it mean?
- What will you say in response?

I look forward to reading your responses, and getting a sneak preview of what I'll read in detail next week.

The College Herald

Here's a challenge and an opportunity. The New Zealand Herald is once again running its College Herald competition this year. This College Herald is a lift-out, printed each Tuesday in Terms 2 and 3, and publishes work by students from around New Zealand.

Go to the link www.nzherald.co.nz/college to find out how to submit student work on-line. Each week has its own special theme. The publication lends itself well to opinion writing. Articles need to be between 200 and 600 words long. Each published student will receive a $100 JB HiFi voucher, with the best student receiving a Canon digital camera.

So get those pens out (or those keyboards), get thinking, and get expressing your ideas. You can use my email - mark.edgecombe@hvhs.school.nz - when you're asked to provide the email of a teacher who will check your work on-line.