Tag Archives: leaving

Personal Essay

Posted on April 11, 2011 by | 8 comments

Some students have trouble getting their heads around the difference between a short story and a personal essay. If you write a personal essay then YOU aged 17 or 18, doing the Leaving Certificate, are writing about yourself. You can exaggerate, even make stuff up, but ultimately you are tied to offering the perspective of an Irish teenager. If you write a short story, your main character can be anyone – a homeless person, princess, pilot, animal, drug addict, sportsperson, banshee, baby in the womb, spy, slave, vampire, alien or angel. So personal essays are where you write about yourself. Short stories are fictional and can be set anywhere, anytime and be about anyone. In summary:

  1. A short story has a plot, setting and fictional characters!
  2. The style of writing is DESCRIPTIVE
  3. A short story could be ONE EPISODE of a TV show.
  1. A personal essay is a series of related ideas (or anecdotes) which reveal your personality, opinions, memories & feelings.
  2. The style of writing is up to you – you can use descriptive writing in one paragraph, rhetorical questions & lists in another, humour and exaggeration in another.
  3. Each paragraph uses ONE core idea.
  4. A personal essay COULD NOT be made into a TV show.

When writing a personal essay your personality must take centre stage – your attitudes, feelings, hopes, desires and beliefs are revealed. The quirkier the better – the last thing you want is to come across as the same as everyone else!

Follow the six rules of essay writing. Plan in advance, organise your ideas. Use some of the following techniques:

  • Quotes from bands/singers, writers, philospohers, friends, calendars!
  • Anecdotes from your past. Of course you can always describe an event that happened to someone else and pretend it happened to you.
  • Descriptive style so the reader is drawn into the experiences you evoke.
  • Reflection on your experiences/beliefs/attitudes – show an awareness of how you have become the person you are.
  • Imagination – you are free to wander off on a tangent, letting your thoughts flow naturally…as long as you eventually return to the point.
  • Humour – be as funny, sarcastic and brutally honest as you are in real life. It’s so refreshing because students tend to be puh puh puh puh puh puh puh puh pokerfaced and overly serious in the exam. (Then you meet them in real life and they’re a total scream but didn’t manage to get this across in their writing. So sad ;-(
  • Hyperbole – take the truth & exagerate it. Make your writing dramatic.
  • Observations about life, love, lucozade and lemonade. Here is your chance to muse about everything.
  • Identify problems & offer solutions. Don’t be a Moaning Myrtle!

Here’a another discussion of the personal essay for a different perspective on it:

http://litreactor.com/columns/up-close-and-personal-a-personality-expose-of-the-personal-essay

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Sample short story

Posted on April 11, 2011 by | 28 comments

The following short story is an exercise I did in class with a group of Ordinary Level Leaving Certificate students. It is too short for an exam and it’s no masterpiece but it will give you the gist of the ingredients that go into writing a short story. It’s a bit like painting by numbers except it’s storytelling by numbers. Read the full story first, then look at the breakdown of how it was put together.

The graveyard was cold, dark and dreary. One weary old oak tree leaned over the entrance gate and broken battered headstones were scattered all around. I could hear the sound of the howling wind and the creak and groan of branches as they swayed in the storm. The smell of fear and rotting leaves filled my nostrils and I swallowed deeply afraid I would get sick.

As I walked towards my brother’s grave, I heard another noise. It was slow heavy footsteps. I turned. A tall muscular man was walking towards me. His face was tough & covered in stubble to hide the scars which criss-crossed his jaw.

“I don’t think this is such a good idea” I shouted over the wind.

“It’s too late to change your mind” the man replied in a low threatening voice. “Either we dig him up now or you spend the rest of your life wondering how he died”.

“Ok, ok” I mumbled, afraid to say anything more in case the lump in my throat would cause tears to run down my face.

I could still remember the day those two army officers arrived at my house to tell me my brother was dead. Their cold hard faces gave little away when I asked how he died. “Killed in the course of duty” was all they would say. Everything else was “classified”. They handed me a letter from my brother, saluted, then turned and left, the click-clack of their shoes on the pavement slowly dying away. I stood frozen to the spot, dazed, confused and devastated. I finally opened the letter with trembling fingers but only one line stared back at me. “I’ll always be with you brother. Karl”. What did he mean? How could he be with me ever again? He was dead.

Now I leaned heavily on the rusty shovel in my hands and started to dig, determined to uncover the truth. The scar-faced man beside me began to dig at the other end and soon my brother’s coffin began to emerge from beneath the layers of sodden earth. Faced with this moment of truth, I began to panic. What if I was wrong? I knew Karl hated the army, I knew he wanted out. His girlfriend Sarah hadn’t turned up at the funeral, hadn’t contacted her family in the two months since his death. But maybe she just needed some space?

I looked down at the coffin as my hired helper tugged at the lid with a crowbar. With a loud snap the lid flew back revealing the frozen corpse inside. My whole body filled with relief – there was a dead man in the coffin. But it wasn’t my brother.

Now look at the analysis of how the story was put together step by step.

STEP ONE: WHERE – describe the place where the story happens. Sentence 1 & 2 describe sights, 3 & 4 sounds & smells:

The graveyard was cold, dark and dreary. One weary oak tree leaned over the entrance gate and broken battered headstones were scattered all around. I could hear the sound of the howling wind and the creak and groan of branches as they swayed in the storm. The smell of fear and rotting leaves filled my nostrils and I swallowed deeply afraid I would get sick.

STEP TWO: WHO – introduce/describe the characters. Describe what you did/saw/heard/smelt.

As I walked towards my brother’s grave, I heard another noise. It was slow heavy footsteps. I turned. A tall muscular man was walking towards me. His face was tough & covered in stubble to hide the scars which criss-crossed his jaw.

STEP THREE: WHAT happens between these two characters? Usually one character wants something and tries to get it but something goes wrong. This is revealed here through dialogue.

“I don’t think this is such a good idea” I shouted over the wind. “It’s too late to change your mind” the man replied in a low threatening voice. “Either we dig him up now or you spend the rest of your life wondering how he died”. “Ok, ok” I mumbled, afraid to say anything more in case the lump in my throat would cause tears to run down my face.

STEP FOUR: FLASHBACK – a memory from before this story began.

I could still remember the day those two army officers arrived at my house to tell me my brother was dead. Their cold hard faces gave little away when I asked how he died. “Killed in the course of duty” was all they would say. Everything else was “classified”. They handed me a letter from my brother, saluted, then turned and left, the click-clack of their shoes on the pavement slowly dying away. I stood frozen to the spot, dazed, confused and devastated. I finally opened the letter with trembling fingers but only one line stared back at me. “I’ll always be with you brother. Karl”. What did he mean? How could he be with me ever again? He was dead.

STEP FIVE: RETURN TO THE STORY – what happens next? Focus on the thoughts and feelings of the main character.

Now I leaned heavily on the rusty shovel in my hands and started to dig, determined to uncover the truth. The scar-faced man beside me began to dig at the other end and soon my brother’s coffin began to emerge from beneath the layers of sodden earth. Faced with this moment of truth, I began to panic. What if I was wrong? I knew Karl hated the army, I knew he wanted out. His girlfriend Sarah hadn’t turned up at the funeral, hadn’t contacted her family in the two months since his death. But maybe she just needed some space?

STEP SIX: FINISH WITH A TWIST

I looked down at the coffin as my hired helper tugged at the lid with a crowbar. With a loud snap the lid flew back revealing the frozen corpse inside. My whole body filled with relief – there was a dead man in the coffin. But it wasn’t my brother.

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Short stories

Posted on April 11, 2011 by | 10 comments

[youtube_sc url=http://www.youtube.com/watch?v=0VdyipQ7Yyo]

PLOT

  • Provide a slice of life. They usually deal with a single event and therefore have quite a simple plot and take place over a relatively short time span.
  • DO NOT begin the story with lots and lots of background details – these need to be worked into the story gradually. DO NOT end the story by summarising what happens to the characters for the rest of their lives.
  • Stories are expected to have a clear beginning, middle and end but not necessarily in that order. You can begin at a moment in time but use a flashback to fill in background details or use a flashforward to add tension.
  • Try to avoid a predictable ending! (People will remember a good twist)

SETTING

  • Where & when the story takes place.
  • Clearly describe the surroundings so the reader can imagine being there.
  • Try to create a specific mood & atmosphere – lighting, weather conditions, sights, sounds, smells…

CHARACTERS

  • Only have 1 or 2 main characters to avoid confusion
  • A character’s personality is revealed through what they say, what they do, how they look and from other people’s opinions & attitudes towards them.
  • These details need to be revealed gradually and to be worked naturally into the act of telling the story.
  • You can also reveal their thoughts and feelings, which gives the reader a greater insight into the character’s true self.

NOTE:

  • Writers generally use the PAST TENSE when writing short stories but that’s not an absolute rule. Novels like The Hunger Games and Twilight have created an air of urgency and immediacy by being written in the present tense, however it can be difficult to control. The important thing is not to jump between tenses mid-paragraph.

There is no formula for writing a short story. Some of the best short stories ever written break ALL the ‘rules’. However there are some guidelines you can follow.

When we read a short story we are looking for

  • an opening that rouses our curiosity
  • a middle that draws us in emotionally
  • an unexpected twist at the end

Hemingway once wrote a story 6 words long that contained all three of these elements

“For sale: baby shoes, never worn”

Legend has it he claimed this as his greatest work. Notice also how it manages to reveal something tragic & true about the lives we lead.

Other people suggest that there are four elements to writing a short story:

  1. EXPOSITION – set the scene, describing the place where the story takes place, introduce the main character(s)
  2. DEVELOPMENT OF PLOT – usually (but not always) one character wants something. They try to get it but something goes wrong. These complications form the body of the story as a series of events which prevent the main character from achieving his/her aims.
  3. CRISIS / CLIMAX – often the main character has to make a difficult decision; the climax is the dramatic high point of the story
  4. RESOLUTION – the conclusion of the story: this is often the hardest bit to write! Many great stories end with a twist, an unexpected event which shocks the reader.

Some people like to tie up loose ends but don’t overdo it – a short story is a slice of a person’s life, not their complete biography.

[youtube_sc url=http://www.youtube.com/watch?v=oP3c1h8v2ZQ]

 

 

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Types of comprehension

Posted on April 11, 2011 by | 2 comments

UPDATE SEPTEMBER 2014 – the exam no longer features a ‘visual text’ by itself. For now they seem to have integrated it so that every text is accompanied by image(s) and/or a graph and usually – but not always – one of the three questions will ask you to discuss/interpret the visual text.

Types of Comprehensions

You will have a choice of 3 texts – you pick one to read & answer questions on (QA) and one piece of functional writing (QB) from a different text.

You cannot answer QA & QB on the same text.

If you do you lose 25% of the marks for Paper 1.

Typically 3 different styles of text, sometimes with a combined written & visual element.

WARNING: In 2010, 2011, 2012 and 2013 two of the 3 texts had a visual element so you cannot ignore this section when revising for the exam. In 2014, however, while all three comprehension texts had visuals, only one text had a question which asked you to discuss the visual as well as the written element (it was a book cover).

1. Non-fiction: This could be an interview, a newspaper or magazine article, a speech, a blog, an extract from a biography or a non-fiction book.

2. Descriptive writing: Extract from novel / short story / biography / travel writing.

3. Visual text: A series of photographs usually accompanied by a short article or introduction (on one occasion it was 2 contrasting book covers).

Typical questions?

Non-fiction =

Describe the personality of the writer / interviewee.

Describe the lifestyle of the writer / interviewee.

In your own words, outline the argument made by the writer / speaker.

What is your opinion of this issue? (support by close reference to the text).

To what extent do you agree/disagree with the writer? (almost same as above).

Do you think the writer likes or dislikes his subject matter? (the person / group or issue he’s writing about). How is the writer’s attitude revealed?

What is the most important point being made by the writer?

Select three features of the writer’s style and comment on their effectiveness.

Identify 4 elements of effective speech-writing & comment on their effectiveness.

Identify 4 features of argumentative and/or persuasive writing and comment on their effectiveness.

What features make this an interesting piece of informative writing?

Select the quotation used in the passage which the greatest impact on you and give reasons for your choice.

Do you find the style of writing in this article appealing?

Descriptive writing =

What qualities do you find appealing in the character of __________.

What impression of the character of _________ is created in this extract.

Describe the relationship between the two characters of ________ & ________.

How does this extract create a strong sense of place?

Does the description of the market / railway station bring it to life for the reader?

Identify and comment on 4 features of narrative and/or descriptive writing used.

Choose 3 particularly vivid images you find effective in this extract.

This novel has been described as compelling and well written. Do you find the style of writing dramatic and descriptive?

Would reading this extract encourage you to read the book in full?

Comment on the appropriateness of the title.

What signals let you know this story is intended to be humorous?

Visual text =

What impact do the visual images make on you?

Which image makes the greatest impact on you? You may wish to consider the subject matter, setting, mood, caption, relevancy, photographic qualities / techniques, use of colour, light, objects, details.

Which image is most effective in capturing the theme of _________  / Do these images capture the essence of _____________.

Imagine this series of images is to be published in a book of photojournalism. Which one would you choose for the front cover and why?

Which book cover do you find more interesting?

Select another image you would use to expand this selection. Briefly describe it and say why it would fit in well with this collection.

Outline briefly what you see in each of the images.

What does the photographer want the viewer to feel?

Do the written and visual elements of the text go well together?

From your reading of the introduction and the photos, what impression do you have of this issue?

Write one paragraph that would serve as an introduction to this collection of images.

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Posted in Comprehensions, Leaving Cert Paper 1

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Leaflet / set of guidelines

Posted on April 10, 2011 by | 1 comment

[youtube_sc url=http://www.youtube.com/watch?v=_A-KV_xkrnc]

If you are asked to compse a leaflet or a set of guidelines your format should follow the rules for the language of information. However you can take a tongue-in-cheek approach as evident above! In general the examiner will be looking for

  • simple clear language (short snappy sentences),
  • easy to access information (numbering or bullet points, headings and sub-headings, variety of ‘font’ sizes)
  • variety of ideas

On one occasion students were asked to compose an informative election leaflet for a forthcoming student council election and to pretend they were running for the position of Student Council President.

In general election leaflets contain:

  • The candidate’s photo, name & party if applicable.
  • A catchy slogan.
  • Information laid out in bullet point style.
  • Short snappy sentences.
  • Relevant past experience / leadership qualities.
  • Election promises – what changes you’ll implement.
  • Criticism of / comparison with other candidates.

_________________________________________________________

Vote for Hazel –Vote for Change!

Vote for me, Hazel Nolan, as Student Council President.


As class prefect, I have experience of representing student’s views.

I have proven my leadership skills as Senior Volleyball Team Captain.

I have shown my concern for younger students through my continuous involvement in the Big Sister – Little Sister programme.


I promise to initiate change in the following areas:

  • Ban on mobile phones during lunch break.
  • Necessity to wear school uniform on school trips.
  • Improve quality & variety of food in school canteen.
  • Improve access to photocopying & printing services for students.
  • Increase use of ICT in the classroom.
  • Allow students to be present at parent/teacher meetings.

I will also represent our views nationally by taking part in Dáil na nÓg.

Unlike other candidates (one of whom claims to have “extensive experience of dealing with school management during daily detention”) I will take my job seriously, represent your concerns sincerely and bring about practical changes to make YOUR time in school more enjoyable.

USE YOUR VOTE

STUDENT COUNCIL ELECTIONS THURSDAY – 1PM – CANTEEN

_________________________________________________________

For more on instructions, click on this link: http://www.englishonline.co.uk/englishnon/literacy/literacy11-14/instruct.html#1

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