Author Archives: evelynoconnor

Improve your grammar!

I’ve just come across this website which helps you to practice almost every error I come across in students’ writing. It’s particularly useful because it will give you immediate feedback and an explanation if you get something wrong.

Pay particular attention to fused sentences and sentence fragments. These mistakes will cost you dearly so sort it out!Also the classic error with apostrophes is to just leave them out because you’re not sure whether or not to use them, so it’s probably a good idea to sort that out too while you’re at it!

http://www.chompchomp.com/

Here’s another site that gets you to play a fun game so you can identify the parts of a sentence:

http://www.kwarp.com/portfolio/grammarninja.html

 

Macbeth post-show discussions

Here’s a link to post-show discussions with some of the actors from Second Age’s 2011 production of Macbeth:

http://soundcloud.com/secondage

Here are the post-show discussions from 2012

https://soundcloud.com/secondage-1/manipulation-macbeth-at-the

Topic of the Week: Inspiration!

The exam hall is probably the least condusive environment for inspiration known to humankind. It is a weird pressure cooker of silence and ticking clocks, all tinged with the internal panic of knowing that 37% of your grade in English relies on you finding something to say and saying it well for QB and The Essay. You have no control over the topics that will appear, nor can you predict whether or not you will be paralyzed by indecision or writer’s block. And they say the Leaving Cert is ‘fair’? ‘Brutal’ and ‘cruel’ are the words that spring sooner to my mind! (But then I am prone to hyperbole…)

So what can you do? Well some people ‘prepare’ essays/short stories and hope one of them will sort of, kind of, ‘fit’ on the day. I have seen this work, but only when the student is (a) the writer of these essays/stories – because they have learned how to become a good writer through practice and (b) clever/calm enough to change it significantly to tie in exactly with the essay title that appears on the day.

More often than not I have seen this fail. Spectacularly.

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Topic of the Week: Injustice

Unless you’ve been living under a rock for the past month you’ll have heard of Kony 2012. Watched by over 77 million people (as of the 14th March), it has sparked an incredibly heated debate worldwide about the nature of social activism. This video certainly demonstrates the power of social media to spread awareness. It is a brilliant – if not always accurate – piece of film-making and offers the simple message that a man capable of such horrific crimes against humanity should -MUST – be arrested and punished. So why all the controversy?

Well first of all, it has raised some incredibly important questions about activism. Will people really need to stick up posters everywhere on 20th of April now that the whole world already knows who Kony is? Is sticking up a poster an effective way of bringing about real change? How many of the 77 million simply watched the video and then did – and will do – nothing? They still got the feel-good factor of being ‘involved’ in a campaign for social justice but all they’ve done is sit on the couch and click ‘play’ on youtube. Not exactly a recipe for changing the world! And if this is the case, do viral videos like this send out a dangerous message, that all you need to do to stop a mass murderer is click the like button on facebook?

Of course I’m guilty of oversimplifiying here. The film-makers want you to spread the video, but THEN take action. Buy the action pack, thus donating to their charity and directly raising funds for the campaign. Here again we run into difficulties because huge questions have been raised about how this charity spends the money it receives. Only 32% of it goes in direct aid to the countries this charity ‘supports’. But that doesn’t mean you should ignore your urge to give money to charity – this would make you no better than the ‘slackers’ who watched the video and then shrugged their shoulders and did nothing. It perhaps just means that Trocaire – a charity which publishes transparent accounts and spends less than 1c of every €1 raised on admin costs  – might be a more appropriate place for your donation. And I’m sure you can cope with not having the Kony 2012 bracelet/poster/action pack. Can’t you?

The most serious criticisms of the video spring from the source we should listen to most carefully however – Ugandans themselves. It seems those who know the real situation see this video as closer to fiction than documentary, using footage a decade old, implying that Kony is still in Uganda (he hasn’t been for years) and suggesting that his army of child soldiers numbers 30,000 (an outdated figure – it’s estimated that he has a few hundred supporters at most – and not necessarily ‘abducted kids’). Most insulting of all is the implication that Americans need to parachute in, Superman style and fix this problem (unilaterally) because the Ugandans are helpless to help themselves. If I were a Ugandan activist I’d find this pretty hard to swallow.

Of course the danger here is that we move from oversimplification to overcomplication – from ‘slacktivism‘ to cynicism. And the end result is sadly all too often the same. We do nothing. How then are the highly educated, cynical elite who debate and complicate a far too simple youtube video on a complex issue ANY BETTER THAN those who take in the message of the video hook, line and sinker? Can’t we somehow find a middle ground between the idealism of the original video – misguided and misrepresentative as it is – and the knowing cynicism of those who know that a youtube video is unlikely to change the world for the better, and may just give Joseph Kony the noteriety he craves, whilst simultaneously undermining Ugandan efforts to win much needed international investment?

Remember when you first watched the video you probably felt the urge to help. Don’t ignore this urge. It is the most noble urge you can have, a testament to our common humanity, a recognition that injustice exists and must be challenged. However, remember that doing something is not necessarily better than doing nothing; doing something is only better if you think carefully about what it is you are doing. Even if your intentions are pure and you simply want to help, acting out of impulse without having all the facts can often be worse (unintentionally) than not acting at all.  The debate over whether foreign aid works is far too complex to get into here but suffice it to say that not all ‘help ‘ is actually helpful. So if you want to DO something, choose carefully. Donate some money to a charity which fully publishes it’s accounts and uses internationally approved development strategies – like Trocaire or Concern. Surely that is the most appropriate, balanced and genuine response to the two extremes represented in this global viral debate.

What the heck is GV&V ?

Lots of students – and teachers if we’re honest – struggle to define the concept of general vision and viewpoint. It can seem kind of vague and wooly beside the others modes, which are pretty straightforward once you get a grasp of them.

I guess there are two main elements to gv+v
Element one: first let’s think about the person who creates the text. When a writer writes a book or a play or directs a film they have a particular view of the world and of the human beings who live in it! In really really simple terms, if their stories always have a happy ending, if the characters triumph over adversity, if true love conquers all, if good is rewarded and evil punished, then the vision of the world they offer is positive and their viewpoint is optimistic. Very few texts will be this straightforward however. Often bad things happen to good people in texts and the vision never stays the same the whole way through – but we’ll come back to this later!
For now though, let’s keep it simple!
So as described above the first element to gv&v is created by the writer.
The second element however is something the writer cannot control – and this is the way the reader/viewer responds to the vision they have created. I, for example, don’t like romantic comedies. I think they are formulaic, predictable, simplistic and sickly sweet. So even though the person who wrote it might want me to respond positively to the vision they are offering, I probably won’t.
Now let’s look at a specific exam question:
“THE GENERAL VISION AND VIEWPOINT IS SHAPED BY THE READER’S FEELING OF OPTIMISM OR PESSIMISM IN READING THE TEXT”. IN LIGHT OF THE ABOVE STATEMENT, COMPARE THE GENERAL VISION AND VIEWPOINT IN AT LEAST TWO TEXTS YOU HAVE STUDIED IN YOUR COMPARATIVE COURSE.
I think the wording of the question might be confusing at first. Keep this in mind – ultimately YOU decide what vision of the world is being offered. Thus you could write this sentence in your essay: “In my opinion, the director offers a very romantic and idealistic vision of relationships in the scene where……..(fill in specific details) but I personally find this viewpoint overly simplistic and cliched. He wants the viewer to be swept up in the drama, and uses a sweeping violin score to achieve this, but I found myself rolling my eyes rather than sighing wistfully“.
And then of course you have to tie this into another text, and then another. To see how this is done, have a look at my post “Cracking the Comparative
You may also have noticed a third, related element to gv&v which is HOW the vision is communicated. This refers to HOW the mood and atmosphere is created – for example through close-ups of facial expressions, through music, through symbolism, through flashbacks (to create nostalgia or to add backstory), through the relationships between characters & how they treat each other, through the way the society is presented to us in a positive or negative light.
Bearing all of this in mind, what kind of questions can you be asked?
  • A straightforward question will just ask you to discuss the writer’s viewpoint (element 1).
  • A slightly more complicated question will ask you to focus on your feelings – on how you respond to the view offered by the writer/director (element 2).
  • A variation on a simple vision question is one which asks you to discuss the writer’s view and look at how this is communicated to the reader (a combination of element 1 and element 3).

As I mentioned above, the gv&v changes during the course of any text. One exercise I did with my class was to draw up a graph – see photo above. The vertical axis went from tragic at the bottom to blissfully happy at the top. The horizontal axis went from the beginning (on the left) to the end (on the right) of the text. Then we picked maybe eight key moments and plotted them on the graph. This gave us a clearer sense of how the gv&v changed, ebbed and flowed over the course of the text from beginning to end. However it is a little simplistic – you need to offer a more complex discussion  than “happy/sad” (nostalgia, longing, frustration, injustice, tragedy, triumph, humour are all more specific words that spring to mind!) AND you need to think about whether the author offers you a positive, fond and uplifting view of human beings or a deeply pessimistic indictment of human beings’ flaws and foibles. Think about the writer/director’s vision of the society the characters inhabit. What decisions has the writer/director made as to how the text begins and ends. Does the story begin and end at the same point (as in Babylon)? Have the characters achieved anything in the intervening period? Is the text a gradual journey towards enlightenment and self-fulfillment? Or does everything end badly, despite the characters best efforts to achieve happiness?
Because the concept is quite multi-faceted, try to simplify your overall essay structure.
Compare the beginning gv&v of each text.
Then compare gv&v about a third of the way in.
Next compare gv&v about two thirds of the way in.
Finally compare the gv&v of the endings.
And of course the most important thing is to tie them together in the way that I described in the post “Cracking the comparative“.
Hopefully that will clarify things somewhat!