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under-cover

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under-cover last won the day on December 1 2013

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  1. Paper 1 was really hard for me too, even though I was pretty confident before the exam...
  2. Hmm ok so the thing is that your research question has to be really specific, so that it allows you to go into great detail about it and keep on track. So I would suggest picking a way that directly impacts language (i.e. the internet) and isolating this problem in order to discuss it (talk about this with your supervisor though). For the cultural artifact, what you do is just focus on it and talk about what it is showing and then compare it to the 'real' or just other information (other sources). This is what I did at least. But of course you use as many sources as you need to back up your argument. The main thing to remember is that your topic has to be specific and always related back to French or a Francophone culture. And be specific. Just imagine writing this essay for history or english, you need good details and a really strong argument. Message me if you want more specific help!
  3. I like your category 2A question and would be interesting to look at. However you NEED to make sure you have lots of good sources (books, articles) on this so that you have a good argument. Talk about the implications of using English words in French, like how it gives young people "l'envie" to leave behind their own cultures and traditions... And maybe just focus on the English language (and therefore, all the culture that comes with it) as opposed to American culture. OR you could talk about the impact of the Internet on the French language... because XX% percent of the Internet is in English.... For your category 1 question, it has to be specific to Quebec because its a French speaking country. However, this is the suggested question so I don't think you should do this. You could maybe look at a different culture like Algeria? Although I don't know anything about this. I'm not sure about your third question. It should be something more like a film (what I did), because it sounds like you would be doing too much of an analysis on a report. This section you should be taking a 'cultural artifact' and looking at what it shows about the culture, or what it doesn't show. I'm sure you've seen this but have a look at the suggested titles for this 'cultural artifact' category: http://www.colonelby.com/French.pdf I would suggest to do more research with your first question, come up with a really good argument that you can back up (you need so many SOURCES!!) and then if you want, you can message me and I can give more advise (I did my essay in French, so I know the struggle...). Good Luck!!
  4. https://www.surveymonkey.com/s/DNHSJ2V This is a quick link to a survey for an IA for Design Technology. Even if you don't do art (its about an artist easel), I'm really desperate for responses.... Thank you!!
  5. Thank you! As long as there are none specific questions that's alright. We probably won't have time to cover another single party state anyway (I think I heard something about Vietnam, though I have no idea really...) the thing is that there may be a question you might not be able to answer well with just two leaders. I really think that you should just go over another leader for backup, because you never know. I suggest doing Stalin because it was fairly simple. If you are in a really desperate state, i can possibly send over some notes to you via email.
  6. I havent read it but I can tell you immediately that it wasn't a wise move to upload this to the internet. When/if the IBO scans your work for plagiarism, this might come up!
  7. Obviously, this will be too late for your mock paper, but hopefully it will be helpful for you in the future nonetheless. Honestly, just look online at sparknotes and any academic articles. Look at key themes, key characters, motifs, symbols, underlying messages, what the playwright is commenting on, etc. Also, for paper 2 plays you should know about conventions of drama and know things like stage directions in the plays because there is always a question on that. As for the quotes, just reread your plays and highlight the most important quotes that you will be able to refer to in your exam. For example, with The Importance of Being Earnest, remember quotes like the ones about the cucumber sandwiches because you can refer to it if you are talking about how Wilde was commenting on the ridiculousness of the bourgeoisie during the late Victorian period in England. It's a shame about your teacher not helping you. But if you read the plays over again and really show that you understand the plays and what their core messages are, you should feel confident enough.
  8. Le livre que je lis en ce moment s'appelle "No et Moi" et je le trouve assez bien (mais je l'ai pas encore fini). En fait, ma prof m'a donné une liste de livres qu'elle a recommandé pour niveau supérieur: -Molla, Jean; Sobidor -Barbery, Muriel; L'élégance du Hérisson -N'Daye, Marie; La Sorcière -Pagnol, Marcel; La gloire de mon père et Le château de ma mère
  9. Hmmmm I think it would be best to do 2 films as you can then compare them. You will also have to have different secondary sources too. YOu are evaluating these artefacts in order to find out more about this specific culture. It will be weak with only one film I think. This is what my supervisor told me at least.
  10. Ah that was one of the ones I could have chose from my written assignment That's not specific enough. Maybe think of something thematically. Thank you! ? Do you think that something like...the contributions of these characters in understanding the hierarchal system inside the camp?
  11. Ok, so for my Written Assignment I have chosen the book 'If This is a Man' by Primo Levi. Moreover, I was wondering if my topic is appropriate/specific enough. My topic, which I can't bring myself to actually come up with a good title yet, goes something along the lines of: The use of Antonio, Lorenzo and Jean (three of the most important characters) in providing the reader with a better understanding of 'life' inside the camp (Auschwitz concentration camp, for those who have not read this memoir). I would appreciate any feedback Thank You
  12. I haven't done this yet, but just some general help might be useful..? Start by picking out the parts of the novel that link really directly and clearly to lack of self-control (your topic) Once, you've done this start looking more closely at what this is telling us, what the author is trying to say, why it is important and what it adds to the novels. This really should build the grounds to a steady presentation. Obviously, you have to build on this, these are just starting tips. Good luck
  13. Yes, (past papers) especially for History HL! Like you need to write so much and so quickly its crazy you will need to practice loads for that.. and same for English but not as much. For History, make sure you have really good notes that will make quick refreshers of your topic easier. Same for English, all your notes about poetry/prose and the works for Part 4 are easy to look through and make you feel confident about the material. Sorry, I dont have any advise for maths (im awful) and I dont do your other subjects.
  14. Well, actually, being brought up bilingual, like many in my family were, means they don't have to work at it at all as it is just natural to them. It is a lot easier than learning it at an older age as well. Taking into consideration that I was not brought up bilingual, I might be wrong, but this is my opinion: In IB, we learn the language very similarly to how children learn language - language B is based on understanding and communication, much less on grammar. I am taking German HL together with SL class, and we do very little grammar exercises. My teacher said that we will have no grammar questions on our finals, and language is only a part of the essay grade. Sure, you have to know how to write decently, but in no way are you obliged to know the names of the tenses or even give an explanation on why you used it as long as it is correct. That being said, we are learning our language B the same way the bilingual students did in their youth. Basically, we are doing the work that they have already done. Of course, having a parent speak to you in another language/having greater exposure to a second language (being brought up bilingual) makes it easier to pick up a language than learning it in school and at home with books/music/films, but then again, so does having a math teacher for a father, yet no one is complaining about those students taking math SL. Furthermore, I suspect that fluent students had to put less effort to reach the level of knowledge (while learning it in their childhood) needed for 7 in HL language B than an average student, however I would assume that the effort they had to put into keeping both of their languages at a fluent level, especially when a bit older (languages are easy to forget if you don't use them daily) would be around the level an average student puts into HL language B. Hmm see I get your point about you still have to learn the language whether as a child or an IB student. However, I still completely disagree. We are not learning the language like children do in their youth, and either way I also include students who lived in a country for like 4 years to be taking an easy way out. No, I don't think you can say that they can't do the language in IB, because they can. Students who speak a language fluently because of their parents or where they lived definitely had an easier time learning it. And your example of the math teacher is not really very accurate as nearly all teachers I'm sure would not want to speak to their child in maths equations... but if you're talking about tutoring and stuff then yes I agree tutoring a child silly at a young age is wrong, simply because i really believe school should not be about competition (especially at a young age) and should be about learning. which takes me back to the language B problem, which is that I simply believe that any student who speaks a language fluently (but obviously not those who taught it to themselves and worked hard in school for it like some people I know) are definitely not getting the most out of their education and are even taking advantage of it. The fluent students did have it easier, but from my experience we are learning it in a similar way. At least in my school, the teacher speaks to us in german, we read in german, watch german movies, and listen to german music... We are learning it by being in constant contact with it. For me that is similar to how I learned my mother language. Of course, a child learns faster, plus bilingual parents do provide a more intense language environment (hence, children that are bilingual had it easier). At least that is what is gathered from my IB language B experience, and what understood about the course. As to my math example, here I am again talking from a personal experience. My father studied literature, and ever since I was little he tried to show me all the wonders of it - I was surround by it, not because of competition but because it is something he liked and wanted to share it with me. Today, I have less problems in A languages (I take two, both HL, although not brought up bilingual) when it comes to doing literature analysis. I feel that me being surrounded with it from a young age helped me. The same way, my friend's dad taught her math ever since she was little. Again, it was not about her being better at it than most, but it was his interest and he wanted to share it. As far as my observations go, children do inherit some interests/talents/knowledge from their parents and it makes them better some those subjects (have some advantage) although they do not have to wish to follow their footsteps and take the subject at HL. Are they being unfair? I don't think so. Having a math teacher for a father may not be the same as being brought up bilingual, since you learn the language rather well and thus don't have to work for language B HL, while with a math teacher for a father you inherit the way of thinking/understanding math, making you work less (in some cases, NOT ALL!). However, I would compare it with what you said was your situation - living for some time in a foreign country where the language in question is spoken. It makes it easier, but I suppose you still have to work some. Again, it is only my opinion Yeah its true what you inherit from your parents can often give you an advantage. But you can still improve in literature but with a language there's usually very little that will improve when you do language B if you're fluent. but i guess its all about opinion and thats where we differ
  15. Well, actually, being brought up bilingual, like many in my family were, means they don't have to work at it at all as it is just natural to them. It is a lot easier than learning it at an older age as well. Taking into consideration that I was not brought up bilingual, I might be wrong, but this is my opinion: In IB, we learn the language very similarly to how children learn language - language B is based on understanding and communication, much less on grammar. I am taking German HL together with SL class, and we do very little grammar exercises. My teacher said that we will have no grammar questions on our finals, and language is only a part of the essay grade. Sure, you have to know how to write decently, but in no way are you obliged to know the names of the tenses or even give an explanation on why you used it as long as it is correct. That being said, we are learning our language B the same way the bilingual students did in their youth. Basically, we are doing the work that they have already done. Of course, having a parent speak to you in another language/having greater exposure to a second language (being brought up bilingual) makes it easier to pick up a language than learning it in school and at home with books/music/films, but then again, so does having a math teacher for a father, yet no one is complaining about those students taking math SL. Furthermore, I suspect that fluent students had to put less effort to reach the level of knowledge (while learning it in their childhood) needed for 7 in HL language B than an average student, however I would assume that the effort they had to put into keeping both of their languages at a fluent level, especially when a bit older (languages are easy to forget if you don't use them daily) would be around the level an average student puts into HL language B. Hmm see I get your point about you still have to learn the language whether as a child or an IB student. However, I still completely disagree. We are not learning the language like children do in their youth, and either way I also include students who lived in a country for like 4 years to be taking an easy way out. No, I don't think you can say that they can't do the language in IB, because they can. Students who speak a language fluently because of their parents or where they lived definitely had an easier time learning it. And your example of the math teacher is not really very accurate as nearly all teachers I'm sure would not want to speak to their child in maths equations... but if you're talking about tutoring and stuff then yes I agree tutoring a child silly at a young age is wrong, simply because i really believe school should not be about competition (especially at a young age) and should be about learning. which takes me back to the language B problem, which is that I simply believe that any student who speaks a language fluently (but obviously not those who taught it to themselves and worked hard in school for it like some people I know) are definitely not getting the most out of their education and are even taking advantage of it.
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