Author Archives: evelynoconnor

Hamlet Revenge Podcasts

Here’s some podcasts based on work we did in class today. Every pair had to produce one paragraph on different aspects of the theme of revenge. Obviously your language would need to be more formal in an essay but this should help you understand the theme.

IF FOR SOME REASON THE AUDIO ISN”T APPEARING BELOW ON YOUR COMPUTER CLICK ON THIS LINK INSTEAD:
http://soundcloud.com/leavingcertenglishnet/sets/hamlet-revenge-podcasts

[soundcloud url=http://soundcloud.com/leavingcertenglishnet/sets/hamlet-revenge-podcasts]

Sample Visual Text Answer

Your analysis of the photo should be so specific that the reader can picture it without seeing it. However, remember you are commenting on aspects of the photo not simply describing it (that’s the equivalent of telling the story instead of analysing it – never a good idea!).

The image of the lady passing the soldier (image 3) had the greatest impact on me. I think this woman decided to dress up because she is determined to carry on with her life as usual, despite the presence of soldiers on the streets of her city. Dressing up allows her to feel powerful and important. I particularly noticed her pearls in this image, as they are traditionally a symbol of wealth. Clearly as an unarmed woman in a besieged city, she felt powerless and threatened. Walking the streets of her city dressed up to the nines is an act of defiance against the occupiers – the caption under the photo says that it was taken during the siege of Sarajevo.

It is possible (but unlikely in my opinion) that she is trying to impress the soldier – her look is one of disgust and contempt, not seduction. She is unsmiling, she holds her head up high and swings her free arm as though she hasn’t a care in the world. This has to be an act – the man in the foreground is carrying a heavy machine gun. Judging by the distance between her two feet she is taking quite long confident strides, or at least as long as she can with her tight skirt on! Although the soldiers head is out of shot, from examining her line of vision, I’d say she is looking directly at him, almost as a kind of challenge to his authority. She appears entirely unthreatened & unintimidated by the weapon he is carrying.

The soldier in the left foreground appears quite relaxed, judging by the cigarette perched between two fingers of his right hand. However, he seems prepared to use his weapon as both of his hands are resting on it, ready to spring into action if necessary. By contrast, the woman seems to be going somewhere specific, on a mission. She is doing her best to appear nonchalant as she strides past. The two images create a great contrast because it is so unexpected to see a woman in upmarket fashionable clothes walking casually past a soldier in a war zone. The focus remains firmly on the woman, however because her body is in frame whereas the soldier’s legs and head are cut off, rendering him anonymous, a nameless, faceless, unknown soldier.

ICT in Education Conference (aka sample personal essay!)

EUREKA

whrr, whrr, whrr, WHRR

gathering speed, sparking – click – flick – switch –

oh God I need need need this flooding flooding

BOOM

and the whoosh of juice filling every room

in my brain

on fire fire love this heat

then the questions questions steady the beat

now it slows slows slows slows settles it’s feet

and the thump thump thump

goes into retreat

but it’s just a hush while I feel feel feel

maybe sit real quiet share a drink or a meal

but the oh OH OH

baby soon repeats

gotta gather my

AHHH for a

hot

new

beat.

You’re lying awake at 5 in the morning. Your brain is doing cartwheels, somersaults & backflips. You know – something damn hot is happening inside. Is it really only 5 weeks since I set up this blog? Since I liberated myself from the burden of content to focus on the real stuff?

How we teach.

Three minutes in to the CESI meet (computersineducationsocietyofireland for the uninitiated) and I knew I was in the right place. Stories, stories, everywhere creating echoes of myself. Using computer games to learn, using chess to learn, using podcasts to learn, and facebook and twitter and blogs and life itself invading the classroom and taking over.

But could I do this? A technology virgin. My idiotphone (with buttons! yes, I said buttons – the shame) acting as a chastity belt, keeping me out of the land of tweets and apps and QR codes. Still, I want to learn. I’m here because I want to learn.

And it’s amazing how much you can learn over drinks in the Anner bar with @saorog and the nevermindgames crew and the next morning with a poor night’s sleep caused by feverish creation of some bad beat poetry under my belt the echoes begin again as @documentally shows us his landrover crash telegraph pole (echo, echo) and @donenda demonstrates Edmodo and @catherinecronin reminds me to look for the white spaces and I hear her loud and clear and I see them. Later, for a moment, the dark spaces return with the question ‘what happens to your facebook page when you die?’ but I push that away, that’s for later, after the conference. Keep the juices flowing with kevinorourke after lunch with @donenda and @podubhaigh. Then it’s a really nice chat with @perkypawn as @dermotcasey takes to his feet and I’m oh so sad when it’s time to go because now I know’s the time when the black spaces return.

I drive to see Sarah’s mam and we chat about where I was and why and how Sarah would have loved it with her crazy capacity to embrace change, Birr to Galway to London to Australia to India and home finally to teach ICT in Kilcock and they miss her so – in the school – her mother says because they finally have some money and she had such plans but she’s not there anymore, she’s in the graveyard that I visit now and the echoes come back from the conference, ‘what happens to your facebook page when you die?’  and the image of documentally’s landrover flashing again but she hit a tree and she wasn’t in a jeep and I sit on her grave and weep and weep.

But she’d want this from me. She’d want this for me. I will look for the white spaces. I will lose my virginity.

Romeo & Juliet

Here’s a summary of the play in simple English with most of the relevant quotes.

Click to download: Romeo and Juliet.pdf

Remember the type of questions you’ll be asked:

  1. A central character (a winner or a loser, lucky or unlucky, your favourite character)
  2. The relationship between two characters (they might specify – a tense/conflicted/loving/close/important relationship)
  3. Character profiles & an introduction to the play (focusing on the main theme) for the programme.
  4. Discuss the main theme/message of the play (2006 they specified one of these 4 themes: love/death/conflict/harmony) and show how this is relevant to your own life.
  5. Describe the world of the play & discuss whether you would/would not like to live in this society.
  6. Would you recommend this play? (plot, setting, themes, characterisation, style of writing, opening & ending)
  7. A scene from the play – one filled with conflict or the most dramatic/memorable/tense/atmospheric/happy/sad/funny/tragic and discuss how this mood/feeling is created.
  8. Describe how you would produce a scene from the play you have studied.
  9. The opening scene or the final scene(s)  – their impact on the audience & on you personally.

Never ever write a summary of the story, that’s not what they’re looking for. Knowing the story is the first step for you which is why I’ve written this summary but you must look at individual aspects – characters, themes, dramatic scenes – for answering exam questions.

Best of luck!

How much to write?

Lots of you wonder how much you should write for each of the sections and most teachers will say it depends on the student, on the question etc..

I’ll give you some general guidelines courtesy of my mate Benny who corrects Leaving Cert Hons English every year (those doing ordinary level will probably write less for some sections).

Paper 1

Comprehension answers:

10 marks = half page

15 marks = three quarters to one page

20 marks = one to one and a half pages

Question B = one and a half to two pages.

Depends on task. Language of information asks to you be direct, succinct and get to the point so a report, set of guidelines, leaflet might be a page or just over. However, a general guideline suggests two pages – and when you’re counting, don’t include the addresses in a letter. They don’t count as half a page!

Composition = 4 to 6 pages. Quality is more important than quantity. Don’t write so much that the reader gets bored and wishes it was over.

Paper 2

Single Text = 4 – 5 pages. Beyond 6 and you’re probably just waffling.

Comparative = 5 – 7.  Anything less is flimsy. You do have 3 texts after all.

Unseen poetry = Page and a half maximum.

Studied poetry = 4 pages.

Obviously some people write slow, some fast, some big, some small. The important thing is that the examiner sees you are focused on the question and organised in your approach. Don’t waffle.

Oh and one more thing! Bear in mind that the average number of words per line is 10-12. Now grab a copy, any copy and count your words – how many do you usually have per line?

If it’s 8 or less your writing is very big

so you may need to write a bit more.

If it's more than 15 your writing is very small and it may seem like
you haven't written enough. Start skipping a line between paragraphs!