For some reason when people envisage the future, cities looks quite like they do now but they’re curvier and have random flying pods zooming about.

Everything is also crystal clean sparkly clear and the [...]]]> Trying to imagine what the future will look like can make your brain wibble-wobble in all sorts of uncomfortable ways.

For some reason when people envisage the future, cities looks quite like they do now but they’re curvier and have random flying pods zooming about.

Everything is also crystal clean sparkly clear and the air is somehow fresher, brighter, sharper than it is when you look out the window (not sure how that will happen but here’s hoping) – or else we’ve been through some kind of armageddon and everything looks vaguely like it did during World War 2…

Given that we can only speculate, here are a few questions to get your idea juices flowing…

On a global scale:

• Will we end up zooming around in hovercrafts?
• Will the ice caps melt?… and will Ireland drown as corresponding sea levels rise?
• Will solar, wind and wave technology finally free us from our dependance on fossil fuels?
• Will medical advances allow us to grow spare body parts? And will we be able to select the genes our children inherit? Perhaps we’ll even be able to ‘transplant’ our brains into a new body and thus find a way to live forever!
• Will the threat of nuclear annihilation re-imerge? Will religious fundamentalism lead to the break-out of a global jihad between Muslims and Christians? Will ‘the Hunger Games’ ever come to pass? It may sound crazy but pick up a copy of Orwell’s 1984 and you’ll see just how much big brother’s already come to pass!
• Will robots finally do our housework for us? (please let the answer to this one be yes…)
• Will we find a way to populate other planets? Holidays on Mars anyone? Underwater cities? There are 7 billion of us on earth now after all. That’s a whole lotta peeps for one planet…

On a personal level:

• What will your life be life? What will you spend your time doing?
• What will you achieve?
• Will you make the world a better place? Or a worse one? Or have no effect on anything!
• Who do you picture IN your future with you?

I’m particularly taken by the idea of augmented reality which isn’t far in the future – check these out:

http://www.youtube.com/watch?v=6Cf7IL_eZ38

http://www.ted.com/talks/pattie_maes_demos_the_sixth_sense.html

http://m.youtube.com/watch?v=a6cNdhOKwi0

Also, if you’re not doing the Leaving Cert until next year I recommend you read “An Optimist’s Tour of the Future” by Mark Stevenson over the summer. If you like reading that is…which I’m presuming you do if you browse this website for shits and giggles!!!

Thanks to Elaine Dobbyn @Drogheda Grammar School – I saw the link on her blog!

http://litcharts.com/files/pdf/printer/tokillamockingbird-LitChart.pdf

http://litcharts.com/files/pdf/printer/romeoandjuliet-LitChart.pdf

They’re an excellent way of revising the play – but make sure you stay focused by taking notes as you listen.

Here’s the link: http://www.rte.ie/radio1/drama/hamletinhowthall.html

I love books, always have, and worked for a couple of years in the best bookshop in Ireland (Charlie Byrne’s Bookshop in Galway for the uninitiated) but [...]]]> I have to admit, until recently I’d never given a huge amount of thought to the process involved in designing a book cover.

I love books, always have, and worked for a couple of years in the best bookshop in Ireland (Charlie Byrne’s Bookshop in Galway for the uninitiated) but I loved the words in the book more than the pictures on the book. I’m sure on recollection that a striking cover has often grabbed my attention but it is the opening page that either gets me to spend my money or prompts me to quietly place the book back on the shelf.

A little more recently, after I’d already begun my teaching career, I remember mocking any of my friends who chose one of the ‘adult’ dust jackets when purchasing the Harry Potter books. I thought it somehow foolish or dishonest not to admit that yes, you were reading a kids book, and by the way you were bloody well enjoying it too!

But someone, somewhere, in the marketing devision of a publishing house decided once upon a time that you could get more people to buy the same book – people of varying ages and genders, people with widely differing tastes in literature – if you offered them a choice of book cover that spoke to them or reflected who they felt themselves to be.

And I guess if they’ve kept doing it, then it works!

Perhaps they’re playing to how predictable most of us tend to be. We know what we like, and what we don’t like, we tend not to like change and not to take risks. So if a book looks like science fiction from the cover – and we ‘know’ we don’t like sci-fi, we probably won’t even pick it up. Similarly, if a book is in any way pink – or even worse – pink neon! – I will treat it like it has a highly contagious disease. I have decided, in my wisdom, that if it looks anything like romantic fiction, it’s not for me!

So why my sudden interest in the topic? Well, I have to admit to a fascination with the twists and turns the leaving cert. paper 1 in English throws up on occasion. I like the thought that were I to sit the paper, I’d have to apply my knowledge to something I really know nothing about; the notion that I’d have to “ad-lib… unselfconsciously with overflowing speech” and think on my feet in order to do well. Two years ago one such minor curve ball appeared when one of the comprehension questions asked students to compare two contrasting dust jackets for the same novel, “Fahrenheit 451″. As well as identifying the extent to which they captured the essence of the text visually, you were expected to figure out why one appealed to you more than the other. In the process I guess you were identifying who the target audience was in each case and why you were more attracted to one dust jacket over the other.

Rather than waffle on any further about my own lack of knowledge, I instead want to send you in the direction of people who know infinitely more about this than I do. The first is a blog post in response to an article in the New York Times, the second is a Ted talk  I stumbled upon by accident by the truly eccentric book cover designer Chip Kidd.

1. Beginning with a blandly factual and obvious statement (often simply parroting back the question).

Here’s an example: “In this text there are many features of both [...]]]> Here are some common mistakes I come across when correcting comprehension answers. These are specific to questions which ask you to discuss elements of the writer’s style.

1. Beginning with a blandly factual and obvious statement (often simply parroting back the question).

Here’s an example: “In this text there are many features of both argumentative and persuasive writing“. Yes, I know that, I read the question. Slightly better – but only slightly is “We see many examples of both argumentative and persuasive techniques in this passage” (at least this person slightly re-phrased the question, using techniques instead of writing features, passage instead of text and admitting that they as a reader exist – we see).

How do you FIX IT ?

Offer instead an evaluative and appreciative statement praising the writer’s style (or criticizing it if you don’t like it).

For example: “This text displays an impressive array of both argumentative and persuasive techniques that appeal to and influence the reader’s opinion“.  Or look at this example: “In this text I was impressed by both authors ability to persuade the audience to support their cause“. Central to both examples is the idea that you make a judgment (you are impressed or you are aren’t). Both also describe the effect on the reader.

2. Identifying the technique, giving an example, then failing to explain what makes it effective.

For example: “The writer gives us information regarding the number of visitors who visited the zoo last year “More than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” which she uses to fight her case about why zoos should be left open to the public. I find this piece of information good as it provides you with more knowledge”

How do you FIX IT ?

Be more specific in identifying the technique; avoid repeating the same words over and over (visitors/visited/visited); explain why this technique is effective – how does it effect the reader? how does it strengthen the writer’s argument? Be specific.

Here’s an improved version of the example above:

“The writer presents us with concrete statistics “more than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” to fight her case as to why zoos should be left open to the public. Her emphasis on numbers convinces us that zoos remain popular with the public and her focus on ‘schoolchildren’ makes us feel guilty at the thought of closing them down, as we would be depriving this group of something they obviously value”. 

3. Discussing what makes a technique IN GENERAL effective, but not identifying what makes THIS SPECIFIC EXAMPLE of the technique effective.

In other words, you know why a writer might use a list so you write this down and then pick an example from the text. The problem with this is that you are being asked to demonstrate comprehension skills – do you understand why this writer used this technique in this piece of writing. Do you understand the effect in this specific example?

For example: “The writer also uses a list. She bombards us with information and we feel overwhelmed by the sheer number of points being made, thus we find it difficult to disagree with her as she describes zoos as “A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. Lists can exploit our emotions and sway our opinions if constructed in a manipulative manner.  

How do you FIX IT ? Your job is to take your general awareness of the effectiveness of lists and apply it to a specific example. Here’s how it’s done:

“The writer offers a list of vital functions that zoos fulfill describing them as ”A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. She bombards us with reasons to support zoos and effectively counters the impression many of us have that their only purpose is to entertain the public. In fact I think she leaves this facet until last on her list (“visitor attraction”) to force us to really consider the other benefits of zoos. She also manipulates us – we experience positive emotions towards zoos because of her use of buzz words (such as “living” “sanctuary” “excellence” and “science and research”) in this list”.

4. Flow from one point to the next.

Do not rely exclusively on the word ALSO. This drives me nuts. There are hundreds of linking phrases out there (if you don’t believe me follow this link) so stop over-using the word also. The word “then” tends to be used too much aswell. It’s fine to use either of these words once, just don’t use them repeatedly. Use paragraphs (even mini paragraphs are much better than no paragraphs at all).

Even if we take the “correct” examples from above, without any link or flow between them, the answer loses some of it’s power. Here it is with no ‘flow’ (except the linking words used within the second paragraph – ‘also’ and ‘in fact’).

This text displays an impressive array of both argumentative and persuasive techniques that appeal to and influence the reader’s opinion. The writer presents us with concrete statistics “more than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” to fight her case as to why zoos should be left open to the public. Her emphasis on numbers convinces us that zoos remain popular with the public and her focus on ‘schoolchildren’ makes us feel guilty at the thought of closing them down, as we would be depriving this group of something they obviously value.  The writer offers a list of vital functions that zoos fulfill describing them as ”A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. She bombards us with reasons to support zoos and effectively counters the impression many of us have that their only purpose is to entertain the public. In fact I think she leaves this facet until last on her list (“visitor attraction”) to force us to really consider the other benefits of zoos. She also manipulates us – we experience positive emotions towards zoos because of her use of buzz words (such as “living” “sanctuary” “excellence” and “science and research”) in this list.

How do I FIX IT ? Consider how much better it is when you add some flow – and how simple it is to do:

This text displays an impressive array of both argumentative and persuasive techniques that appeal to and influence the reader’s opinion. 

Early on, the writer presents us with concrete statistics “more than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” to fight her case as to why zoos should be left open to the public. Her emphasis on numbers convinces us that zoos remain popular with the public and her focus on ‘schoolchildren’ makes us feel guilty at the thought of closing them down, as we would be depriving this group of something they obviously value.  

To strengthen her viewpoint the writer then offers a list of vital functions that zoos fulfill describing them as ”A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. She bombards us with reasons to support zoos and effectively counters the impression many of us have that their only purpose is to entertain the public. In fact I think she leaves this facet until last on her list (“visitor attraction”) to force us to really consider the other benefits of zoos. She also manipulates us – we experience positive emotions towards zoos because of her use of buzz words (such as “living” “sanctuary” “excellence” and “science and research”) in this list.

5. Vary your phrasing.

Using the same words or phrases repeatedly suggests to the reader that you don’t have a very sophisticated vocabulary. It is important to keep linking back what you’ve said to the question asked, but use synonyms instead of parroting the exact wording of the question over and over. Don’t begin every point in the same way. It’s annoying and it’s a waste of time and words.

For example: “The writer uses effective persuasive and argumentative writing when she uses a list”… “The writer also uses effective persuasive and argumentative writing when she uses a rhetorical question”…”The final use of persuasive and argumentative writing I found effective was her ability to refute counter arguments…” 

How do I FIX IT ?

Use synonyms. Don’t allow yourself to become a parrot.

“The writer uses lists effectively….” “I particularly liked the way she used a rhetorical question to grab my attention… “Finally, her ability to refute counter arguments was for me the most powerful feature of her argumentative style…” 

6. Work your quotes naturally into the grammar of your sentence.

Don’t just plonk a quote onto the page as an add on.  The difference between integrating quotes – and not – is small but significant. There is a certain overlap here with point 4 above – your answer must flow…

For example: “The writer uses emotive language. “Modern zoos are managed by caring professionals who devote their lives to the welfare of animals”. This is an establishment which views their animals as a top priority”.

How do I FIX IT ?

“The writer uses emotive language when she describes “modern zoos” as places which are “managed by caring professionals who devote their lives to the welfare of animals”. Here she chooses the words “caring” and “devoted” to imply that the workers are passionate and dedicated, viewing the animals as their top priority”.

ANSWER THE QUESTION ASKED THROUGHOUT YOUR ANSWER.

Don’t just parrot back the question at the end of each paragraph (although that is still better than ignoring the question completely!) and expect to do well. Everything you say should relate back to the question you were asked. This essay [...]]]> Here’s an example of how you can (and must!)

ANSWER THE QUESTION ASKED THROUGHOUT YOUR ANSWER.

Don’t just parrot back the question at the end of each paragraph (although that is still better than ignoring the question completely!) and expect to do well. Everything you say should relate back to the question you were asked. This essay is of very little value to you (except to the extent that it helps you to understand the character of Hamlet a little better) because when the question comes up it won’t be phrased like this. So I am NOT suggesting you memorise this answer – that would be a complete waste of your time and would go against everything I believe in. Instead I want to you look at how everything I discuss relates directly to the question asked. I also want you to see how important it is to have a structure on your essay, so that each paragraph deals with a different idea – this will prevent you from just waffling on and will show the examiner that you are in control and know what you want to say. All of the bold/underlined words are the places where I have either used the exact words from the question or a synonym – but I’m not just parroting back the question, I’m providing supporting evidence and examples from the play to explain why I (mostly) agree with the statement.

“Horror & disgust at his mother’s behaviour & a spreading & deepening of that horror & disgust to include all life dominates Hamlet’s soul”

 INTRODUCTION

There is no doubt that Hamlet is horrified and disgusted by his mother’s “o’er hasty” and “incestuous” remarriage to his uncle Claudius. However, it must be acknowledged that Hamlet’s soul is also full of grief for the father he loved so dearly. Furthermore his suicidal disillusionment with life itself is evident from his very first appearance in the play. Once Hamlet discovers that his father was actually murdered by Claudius his horror deepens. His sense that he cannot trust anyone spreads to Rosencrantz & Guildenstern and Ophelia until Hamlet reaches a point where his soul is utterly dominated by a deep disgust for everyone in his life (except Horatio), & for life itself.

Paragraph 1 (a) = MOTHER

At the beginning of the play Hamlet’s deep horror and disgust springs from the fact that his mother’s remarriage came so soon after his father’s death “A beast that wants discourse of reason would have mourned longer”. This seems a betrayal of their life together “frailty thy name is woman” and proof for Hamlet that she must never have truly loved his father. He also sees her new relationship as incestuous “o most wicked speed, to post with such dexterity to incestuous sheets”. His soul is further tortured because he must stay silent despite his disapproval as society demanded absolute obedience to the King & Queen “it is not nor it cannot come to good but break my heart for I must hold my tongue”.

 Paragraph 1 (b) = GRIEF & DESPAIR

However, Hamlet’s soul is not dominated purely by horror & disgust - he is also genuinely grieving the death of his father & hero “he was a man, take him for all in all, I shall not look upon his like again”. Hamlet cannot understand why everyone else is so eager to move on “I have that within which passes show; these but the trappings & the suits of woe”. He reveals a suicidal despair in his very first soliloquy, wishing that God had not “fixed his cannon ‘gainst self-slaughter”. This disillusionment with life itself certainly spreads and deepens as the play unfolds.

Paragraph 2 = CLAUDIUS

The appearance of the ghost confirms Hamlet’s earlier suspicions (“I doubt some foul play”) and his dislike of Claudius “a little more than kin and less than kind” transforms into absolute hatred and disgust “o villain, villain, smiling damned villain”. He also begins to suspect his mother of involvement in the crime, evident when he refers to her in scathing terms: “o most pernicious woman”. From this moment on his soul is torn between rage (“haste me to know it that I may…sweep to my revenge”) and despair (“the time is out of joint. O cursed spite that ever I was born to set it right”) as he feels the terrible weight of responsibility to avenge his father’s death battling with his dislike of physical violence and his fear that the ghost is an impostor (“The spirit that I have seen may be a devil… & perhaps… abuses me to damn me”). Thus we see horror, disgust and despair are the dominant emotions in Hamlet’s soul.

 Paragraph 3 = ROSENCRANTZ AND GUILDENSTERN

Hamlet’s horror and disgust spreads and deepens to his old school friends Rosencrantz and Guildenstern who appear at court on Claudius’ orders. Hamlet suspects they are spying on him and they admit “My lord, we were sent for”. Hamlet initially trusts them enough to confide “I am but mad north north west” but as the action unfolds he become increasingly frustrated with their interference (“do you think I am easier to be played upon than a pipe?”). Ultimately when Hamlet discovers the letters they carry to England contain orders for his execution, he inserts their names instead so that Rosencrantz and Guildenstern are “put to sudden death no shriving time allowed”. Thus this relationship illustrates how Hamlet’s initial horror and disgust with his mother spreads to other characters. By the end of the play he has such disregard for all life that he sends them to their deaths without a single pang of guilt, proclaiming “they are not near my conscience”.

Paragraph 4 = OPHELIA

Hamlet similarly loses faith in Ophelia when she abruptly breaks off all contact between them (on her father’s orders). He longs to confide in her – “he raised a sigh so piteous and profound as it did seem to shatter all his bulk” but because of his mother’s behaviour he no longer trusts women, remarking “wise men know well enough what monsters you make of them … God hath given you one face and you make yourselves another”. He is horrified and disgusted that she so willingly accepted her father’s insulting assessment of his character (that he was motivated purely by lust not love) and mocks her eagerness to protect her virginity “get thee to a nunnery”. It appears he has lost all respect for women as a result of his mother’s behaviour and Ophelia’s rejection.

 Paragraph 5 = HATES SELF & LIFE

Hamlet not only loses faith in those around him, however, he is also filled with a deep self-loathing “o what a rogue and peasant slave am I” and in his most famous soliloquy reveals his desire to die “to be or not to be, that is th question, whether it is nobler in the mind to suffer the slings and arrows of outrageous fortune or to take arms against a sea of troubles and by opposing end them”. Hamlet’s horror and disgust has spread to existence itself but he retains his respect for God and his fear of punishment stops him from killing himself “for in that sleep of death what dreams may come… thus conscience doth make cowards of us all”.

 Paragraph 6(a) = STILL LOVES Gertrude & Ophelia

However, Hamlet’s horror and disgust at his mother’s behaviour does not diminish his love for her. He begs her to ask God’s forgiveness so she can save her immortal soul “confess yourself to heaven, repent what’s past, avoid what is to come”. Similarly, although hurt by Ophelia’s ‘betrayal’ he undoubtedly loved her and is deeply upset by the suggestion that he may be partially responsible for her death “I loved Ophelia. Forty thousand brothers could not with all their quantity of love make up my sum”.

 Paragraph 6(b) = DISREGARD FOR LIFE – WORKING FOR GOD

Hamlet undoubtedly shows absolute disregard for life when he accidentally murders Polonius (“I’ll lug the guts into the neighbour room”) but he thought he was killing Claudius and now believes he is doing God’s work “for this same lord I do repent but heaven hath pleased it so that I must be their scourge and minister”. In the graveyard scene Hamlet reflects on death as the only certainty in life, the only factor which places a King and a beggar on the same level yet in the final scenes of the play Hamlet’s soul is no longer filled with horror and despair but rather with a belief and acceptance that what will be will be “there’s a divinity that shapes our ends, rough-hew them how we will”. Thus when he finally kills Claudius, Hamlet feels justified in making him drink from the cup he himself filled with poison as Claudius fittingly becomes the victim of his own evil schemes. Hamlet nonetheless retains some respect for the lives of others – he exchanges forgiveness with Laertes & his final deed is to save Horatio’s life “give me the cup, let go” & to give Fortinbras his ‘dying voice’ as the next King of Denmark.

 CONCLUSION

In many ways it is almost inevitable that the play depicts a man whose soul is filled with horror and disgust. What human being caught up in this horrific series of events would not react similarly? Let us list for a moment the events he endures: his father’s death, his mother’s hasty & incestuous remarriage, the revelation that the new King – his uncle Claudius  - murdered his father, further betrayals by Ophelia and Rosencrantz & Guildenstern, a wasted opportunity to get revenge during the prayer scene, the accidental murder of Polonius followed swiftly by exile to England, Ophelia’s death and funeral; and the plot against him by Claudius & Laertes (which ultimately leaves every major character in the play dead). In these circumstances it is astounding that Hamlet  retains any faith at all in God and in divine justice. Yes his soul is filled with horror and disgust but he also ultimately reveals his deep love for Gertrude and Ophelia and profound empathy for Laertes, Horatio and Fortinbras. Thus he deserves the tribute paid to him by Horatio “Now cracks a noble heart. Goodnight sweet prince, and flights of angels sing thee to thy rest” and death seems a blessed release for this tortured soul.

Don’t point out techniques, rather discuss the effect each technique has on the reader.

Don’t state facts, instead aim to capture your emotional response.

That is all.