[English] english Digest, Vol 71, Issue 2
Briscoe, Micaela J
briscoe.micaela.j at edumail.vic.gov.au
Wed Mar 6 16:19:46 EST 2013
Thank you for your extensive response Gail - I can't wait to use the boy in the middle of the back row as an example!
I am intrigued by the absence of the conclusion and pleased that most of your other responses confirm what I have been teaching.
Thanks again
Micaela
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Subject: english Digest, Vol 71, Issue 2
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Today's Topics:
1. Re: General queries (Barton, Jacqui)
2. Re: General queries (Jan May)
3. Re: General queries (Reynolds, Gail G)
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Message: 1
Date: Wed, 6 Mar 2013 12:20:48 +1100
From: "Barton, Jacqui" <Jacqui.Barton at harpercollins.com.au>
Subject: Re: [English] General queries
To: "VCE English Teachers' Mailing List" <english at edulists.com.au>
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<0253B2AD2A0706469515E7554E85E83C04E7AC3682 at hcaupy20.au.harpercollins.org>
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I am unsure what this email means....and if this was correctly sent to me.
Jacqui
JACQUI BARTON EDUCATION MANAGER
From: english-bounces at edulists.com.au [mailto:english-bounces at edulists.com.au] On Behalf Of Briscoe, Micaela J
Sent: Wednesday, 6 March 2013 11:38 AM
To: english at edulists.com.au
Subject: [English] General queries
Just wondering if I could have the following clarified, please....
1) Does a ULP conclusion just restate the issue and the contention?
2) Is it wrong to give an opinion on how well the author persuaded their readers?
3) Is there Emotive Language (stronger choice, e.g. slaughter rather than kill) AND Appeals to Emotion (a phrase) or are they the same thing?
4) Should texts (in all AOSs) be underlined rather than " "?
5) Do essays need to be written in the present tense? (Reading & Responding mainly)
Thanks
Micaela
Important - This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Early Childhood Development.
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Message: 2
Date: Wed, 6 Mar 2013 01:49:24 +0000
From: Jan May <Jan.May at stleonards.vic.edu.au>
Subject: Re: [English] General queries
To: "VCE English Teachers' Mailing List" <english at edulists.com.au>
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<B2D3BF42-81D9-4B3E-B407-115E8435CF96 at stleonards.vic.edu.au>
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This is an email thread for VCE English teachers. You can unsubscribe at the bottom.
ULP is Using Language to Persuade.
Looking forward to some responses, Micaela.
On 06/03/2013, at 12:35 PM, "Barton, Jacqui" <Jacqui.Barton at harpercollins.com.au<mailto:Jacqui.Barton at harpercollins.com.au>> wrote:
I am unsure what this email means?.and if this was correctly sent to me.
Jacqui
JACQUI BARTON EDUCATION MANAGER
[http://server7.stleonards.vic.edu.au/images/stleonardslogo.png]
'Jan May English and Literature Teacher
'163 South Road, Brighton East, Victoria 3187 Australia | phone [+61 3] 9909 9402 | fax [+61 3] 9592 3439 [http://server7.stleonards.vic.edu.au/images/iblogo.png]
'Jan.May at stleonards.vic.edu.au | 'www.stleonards.vic.edu.au
From: english-bounces at edulists.com.au<mailto:english-bounces at edulists.com.au> [mailto:english-bounces at edulists.com.au] On Behalf Of Briscoe, Micaela J
Sent: Wednesday, 6 March 2013 11:38 AM
To: english at edulists.com.au<mailto:english at edulists.com.au>
Subject: [English] General queries
Just wondering if I could have the following clarified, please....
1) Does a ULP conclusion just restate the issue and the contention?
2) Is it wrong to give an opinion on how well the author persuaded their readers?
3) Is there Emotive Language (stronger choice, e.g. slaughter rather than kill) AND Appeals to Emotion (a phrase) or are they the same thing?
4) Should texts (in all AOSs) be underlined rather than " "?
5) Do essays need to be written in the present tense? (Reading & Responding mainly)
Thanks
Micaela
Important - This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Early Childhood Development.
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Message: 3
Date: Wed, 6 Mar 2013 03:15:07 +0000
From: "Reynolds, Gail G" <reynolds.gail.g at edumail.vic.gov.au>
Subject: Re: [English] General queries
To: "VCE English Teachers' Mailing List" <english at edulists.com.au>
Message-ID:
<4E26F971CF103A46978ED5425D56A1891511F5AF at EDUMBX08.education.vic.gov.au>
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________________________________
From: english-bounces at edulists.com.au [english-bounces at edulists.com.au] on behalf of Briscoe, Micaela J [briscoe.micaela.j at edumail.vic.gov.au]
Sent: Wednesday, 6 March 2013 11:38 AM
To: english at edulists.com.au
Subject: [English] General queries
Just wondering if I could have the following clarified, please....
1) Does a ULP conclusion just restate the issue and the contention?
Many students do not use a conclusion at all, and this is what I advise my students as it saves exam time (and certainly has not impacted on their marks.) The conclusions which are used often sum up the main language devices/predominant techniques etc (Have a look at the sample responses in the VCAA Examiner's reports over the years.)
2) Is it wrong to give an opinion on how well the author persuaded their readers?
(I assume you are still asking about language analysis?)To give an opinion is a misunderstanding of the task. The task is to discuss how the writer has chosen language to persuade the reader to their point of view, as soon as you give an opinion on how well (usual clich? is "clever") the writer has succeeded you are assessing the argument and not the language .
Your students need to be able to 1. indentify the device (technique) 2. find an example (quote) 3. discuss the effect on the reader and 4. perhaps discuss the result (DEER)
Here is how I delight in explaining this to my classes: I pick a resilient student whose mind may be wandering (usually middle back row!) and in a quiet voice I tell the class that I am about to illustrate how this works and then loudly exclaim "Sam what do you think you are doing!" Which immediately provokes silence as everyone looks at the "offender",I immediately apologise and explain that no one is in trouble but this is to illustrate the point (class usually laughs at this point) -- The teacher uses a loud (Device) rhetorical question (Device) "What do you think you are doing?"(Example) to gain the student's attention (Effect) and make them behave appropriately (Result) This can of course be expressed in any logical order and you can add additional words or phrases as long as you are still discussing language choices In belligerent tone the teacher loudly exclaimed...
3) Is there Emotive Language (stronger choice, e.g. slaughter rather than kill) AND Appeals to Em'otion (a phrase) or are they the same thing? Most techniques have more than one name that can be applied to them and you should encourage students to recognise this as it avoids the essay which is stuck on one technique over and over and over -- they need command of a wide variety of terms. The question is not are they the same but can they be applied to this piece of writing -- they are not mutually exclusive!
4) Should texts (in all AOSs) be underlined rather than " "? Yes underline is standard notation
5) Do essays need to be written in the present tense? (Reading & Responding mainly) Tenses only need be appropriate for the particular task and correctly used throughout. I know there is a school of thought that R&R should be in present tense only, but I think there are times, when discussing change for example, when it makes sense to use some past tense, especially if it fits the student's writing style. Hard and fast "rules" are not always in a students best interest,especially if they are "good writers" although I have been known to give this idea to those who struggle with tense.
Hope this helps,
Gail
Thanks
Micaela
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Important - This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Early Childhood Development.
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