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VCE English Question Thread
literally lauren:
--- Quote from: cosine on January 23, 2015, 11:08:38 am ---Hey lauren,
I am currently reading my book again and composing quotes and important things to note, is this a good idea?
--- End quote ---
Definitely, but you'll be adding to your quote bank throughout the year, so don't feel like you have to pick up on everything on the first/ second read-through. In fact, you kind of need to experience running into a prompt you can't handle in order to discover new themes/ Views&Values messages, so that you can then return to the text and look for how these themes or V&Vs would be present.
Start on the major stuff now, but keep it open as a work in progres (at least until you choose which text you'll write on for the exam.)
cosine:
--- Quote from: literally lauren on January 23, 2015, 11:15:17 am ---Definitely, but you'll be adding to your quote bank throughout the year, so don't feel like you have to pick up on everything on the first/ second read-through. In fact, you kind of need to experience running into a prompt you can't handle in order to discover new themes/ Views&Values messages, so that you can then return to the text and look for how these themes or V&Vs would be present.
Start on the major stuff now, but keep it open as a work in progres (at least until you choose which text you'll write on for the exam.)
--- End quote ---
Alright thank you!!
g1mp1e:
--- Quote from: literally lauren on January 23, 2015, 11:06:57 am ---Now that the lecture is over, I'm in the process of compiling a full guide to the whole 'key players' thing, since I felt like a raced through it and I know some people will be totally unfamiliar with those concepts. It'll be posted here when ready :)
I think the issue many people have with this kind of terminology is that every teacher/ school has their own definitions. So what Zezima describes as stakeholders, I would call non-abstracted key players. Whereas the 'stakeholders' I learned about were the people with vested interests in the issue; <-- an essentially useless label because there's not always multiple persons or groups involved. This would be a variation on the example I gave in the lecture, except I tended to expand the players to incorporate part of the contention (kind of like what you were doing with tone)
Eg.
BP1: The way American society should strive to be more inclusive
BP2: The damaging effects of racism
BP3: How racist people are extremely misguided
Or some such variation of the above. The exact focus would be up to you; the assessor's don't have a set list of right/wrong breakdowns, it's just about what suits your writing style, and what helps you give a full sense of the piece(s).
I guess it comes down to the semantics of what an 'argument' is; <-- a very interesting discussion that would be best to ignore for the sake of not over-complicating VCE English :P
So like I said yesterday, if you have a system that works for you, stick with it!
The reason I recommend having longer, more expansive ideas is because if you're a student who's been structuring by techniques, or barely considering structure at all, jumping straight into dividing arguments and ideas can be daunting, so that contention provides more focus. I've also found it way simpler for the more difficult articles where there's either only one real 'stakeholder' (a la 2011 exam) or when there are so many stakeholders that grouping them becomes unrealistic.
But I made a deliberate effort to explore other structures as well, since provided you're aware of the potential drawbacks in structuring by tone and/or argument, you'll be thinking on your toes and they shouldn't be too much of a concern.
Without a doubt, and good god yes.
--- End quote ---
Alright cool, I'll be sure to try to use both then :P
Thanks Zezima and Lauren for the help!
Just another question regarding the year 12 oral, I am just looking for some ways to start off an oral? Lauren, you said in the lecture yesterday that we perhaps could use an anecdote, but are there any other interesting ways?
I quite like the idea of cutting straight to a news story/real life scenario, but looking for others.
E.g. I'm doing the issue of capital punishment.
Thanks again!
brenden:
--- Quote from: g1mp1e on January 23, 2015, 02:00:49 pm ---Alright cool, I'll be sure to try to use both then :P
Thanks Zezima and Lauren for the help!
Just another question regarding the year 12 oral, I am just looking for some ways to start off an oral? Lauren, you said in the lecture yesterday that we perhaps could use an anecdote, but are there any other interesting ways?
I quite like the idea of cutting straight to a news story/real life scenario, but looking for others.
E.g. I'm doing the issue of capital punishment.
Thanks again!
--- End quote ---
Recite what would be said to the prisoner pre-execution. "eg... "Applying sponge. Attaching electrodes. Do you have any last words?" (obviously not the words lol... not even sure if there's a procedure for it), and then be like "YO FOOLS WOULD YOU WANT THIS SAID TO YOU I DON'T THINK SO".
M_BONG:
--- Quote from: Ned Nerb on January 25, 2015, 03:01:09 pm ---Recite what would be said to the prisoner pre-execution. "eg... "Applying sponge. Attaching electrodes. Do you have any last words?" (obviously not the words lol... not even sure if there's a procedure for it), and then be like "YO FOOLS WOULD YOU WANT THIS SAID TO YOU I DON'T THINK SO".
--- End quote ---
Bahahahha I like how you automatically assume that s/he would be against capital punishment ;)
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