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teresad

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teresad last won the day on May 4 2010

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  1. My classmate sent me this for tomorrows exam and I found it to be most helpful, so I wanted to share it with you guys A good way is to discuss the following for both prose and poetry: · The five W’s – What? Who? When? Where? Why? · Ambiguities · Diction · Imagery · Tone · Mood · Structure · Pattern · Voice · Syntax Prose-specific: · Plot · Narrative point of view · Characterization · Chronology (Use of time) · Setting · Paragraphing Poetry-specific: · Layout · Stanzas · Metre · Sound Organization of Time: 30 minutes – Read the passage, over and over again until you feel confident about the passage and have absorbed its contents. Then analysis and structure your commentary with a thesis statement. Exemplary Thesis Statement: A’s work B shows C through the following devices D to achieve overall effect(s) E. Outline: Introduction – Opener containing author and title. Discuss the main issues of your commentary, e.g. devices, in such a way that you are “attempting” to understand the meaning of the work (e.g. the overall effect). Do not present yourself in such a manner that you seem entirely self-assured in the introduction, but rather you have noticed something and plan to explore it further through the commentary. Conclude with the thesis statement. Literary devices #1 (e.g. Structure, Diction, Imagery) – Open with the general intent of the paragraph – e.g. A uses archaic diction to rectify the Victorian setting. Then, discuss the evidence for this, showing the effects of these devices and the author’s intention with this. The closing sentence should present what device you were exploring and the overall effect you feel this had for the passage, and in its heightening of the “overall effect and intentions” of the passage. Repeat this for every group of literary devices, mentioning all the relevant devices and aspects (see previous lists). Conclusion – state that extent of the effect’s effectiveness. Then state the devices that contributed. Then conclude with a clincher. 90 minutes – Write, using proof from the text, in accordance with your previously made outline. Discuss the effects of the devices and show “professional” personal interpretation. Ensure that your vocabulary is eloquent and coherently verbose. Tips: 1. The structure of your commentary is probably the single most important way of gaining (and losing marks). Write a strong Introduction and Conclusion (in a similar format as previously described) and ensure that every body paragraph has a strong opener with the intent of the paragraph and a clincher which emphasizes the addition to meaning that the devices provide. This is incredibly easy to do - but if forgotten, it will make a difference in your grade. 2. ‘So what?’ mentality – every single device you mention should have you thinking “So what?” what does this device do for the passage? How does it contribute to the overall effect or meaning? This will strengthen your discussion of the effects (key for HL). If you cannot mention the effect or the significance DO NOT mention the device! 3. Do not seem definitive, rather seem to “struggle” – use words like ‘perhaps’, ‘seems to’, etc, to ensure that you do not say “This is what the poem is, take it or leave it.” The examiner has most definitely read the passage well and will not be pleased to see a butchering of the text, which is definitive (and most likely pompous in their eyes). Also, this will allow you to point out the text’s ambiguities and describe their significance. 4. Use ‘the reader,’ ‘the audience,’ and possibly even ‘we’ to reinforce the reader. 5. Do not state the obvious – show your thought process and analysis. Example, in commenting on a passage from Life of Pi, where the author mentions the tiger and child are scared: “link 1: the boat is sinking and tiger is too (obviously) link 2: the tiger is scared (clearly implied by text) link 3: fear is an emotion, therefore the tiger is experiencing human emotions (low level thinking) link 4: if the tiger is experincing human emotions, the author is trying to humanize the tiger (slightly higher level thinking) link 5: why is the author humanizing the tiger? perhaps the tiger is supposed to be a metaphor for a concept (higher level thinking) link 6: what is the concept and what are the author's reasons? (thesis statement) link 7: since these emotions are humans, there is personification going on (more higher level thinking). An example of an explication written for a timed exam (non-IB specific): The Fountain Fountain, fountain, what do you say Singing at night alone? "It is enough to rise and fall Here in my basin of stone." But are you content as you seem to be So near the freedom and rush of the sea? "I have listened all night to its laboring sound, It heaves and sags, as the moon runs round; Ocean and fountain, shadow and tree, Nothing escapes, nothing is free." —Sara Teasdale (American, l884-1933) As a direct address to an inanimate object "The Fountain" presents three main conflicts concerning the appearance to the observer and the reality in the poem. First, since the speaker addresses an object usually considered voiceless, the reader may abandon his/her normal perception of the fountain and enter the poet's imaginative address. Secondly, the speaker not only addresses the fountain but asserts that it speaks and sings, personifying the object with vocal abilities. These acts imply that, not only can the fountain speak in a musical form, but the fountain also has the ability to present some particular meaning ("what do you say" (1)). Finally, the poet gives the fountain a voice to say that its perpetual motion (rising and falling) is "enough" to maintain its sense of existence. This final personification fully dramatizes the conflict between the fountain's appearance and the poem's statement of reality by giving the object intelligence and voice. The first strophe, four lines of alternating 4- and 3-foot lines, takes the form of a ballad stanza. In this way, the poem begins by suggesting that it will be story that will perhaps teach a certain lesson. The opening trochees and repetition stress the address to the fountain, and the iamb which ends line 1 and the trochee that begins line 2 stress the actions of the fountain itself. The response of the fountain illustrates its own rise and fall in the iambic line 3, and the rhyme of "alone" and "stone" emphasizes that the fountain is really a physical object, even though it can speak in this poem. The second strophe expands the conflicts as the speaker questions the fountain. The first couplet connects the rhyming words "be" and "sea" these connections stress the question, "Is the fountain content when it exists so close to a large, open body of water like the ocean?" The fountain responds to the tempting "rush of the sea" with much wisdom (6). The fountain's reply posits the sea as "laboring" versus the speaker's assertion of its freedom; the sea becomes characterized by heavily accented "heaves and sags" and not open rushing (7, 8). In this way, the fountain suggests that the sea's waters may be described in images of labor, work, and fatigue; governed by the moon, these waters are not free at all. The "as" of line 8 becomes a key word, illustrating that the sea's waters are not free but commanded by the moon, which is itself governed by gravity in its orbit around Earth. Since the moon, an object far away in the heavens, controls the ocean, the sea cannot be free as the speaker asserts. The poet reveals the fountain's intelligence in rhyming couplets which present closed-in, epigrammatic statements. These couplets draw attention to the contained nature of the all objects in the poem, and they draw attention to the final line's lesson. This last line works on several levels to address the poem's conflicts. First, the line refers to the fountain itself; in this final rhymed couplet is the illustration of the water's perpetual motion in the fountain, its continually recycled movement rising and falling. Second, the line refers to the ocean; in this respect the water cannot escape its boundary or control its own motions. The ocean itself is trapped between landmasses and is controlled by a distant object's gravitational pull. Finally, the line addresses the speaker, leaving him/her with an overriding sense of fate and fallacy. The fallacy here is that the fountain presents this wisdom of reality to defy the speaker's original idea that the fountain and the ocean appear to be trapped and free. Also, the direct statement of the last line certainly addresses the human speaker as well as the human reader. This statement implies that we are all trapped or controlled by some remote object or entity. At the same time, the assertion that "Nothing escapes" reflects the limitations of life in the world and the death that no person can escape. Our own thoughts are restricted by our mortality as well as by our limits of relying on appearances. By personifying a voiceless object, the poem presents a different perception of reality, placing the reader in the same position of the speaker and inviting the reader to question the conflict between appearance and reality, between what we see and what we can know. SUGGESTIONS FOR IMPROVEMENT: The writer observes and presents many of the most salient points of the short poem, but she could indeed organize the explication more coherently. To improve this explication, the writer could focus more on the speaker's state of mind. In this way, the writer could explore the implications of the dramatic situation even further: why does the speaker ask a question of a mute object? With this line of thought, the writer could also examine more closely the speaker's movement from perplexity (I am trapped but the waters are free) to a kind of resolution (the fountain and the sea are as trapped as I am). Finally, the writer could include a more detailed consideration of rhythm, meter, and rhyme. Hope this helps, best regards from Teresa in Iceland
  2. So far I have gotten a predicted grade on my EE and it was an A. I wrote mine in History on the Olmec Civilization Apparantly the lowest predicted grade in my school was C (Small school in Iceland, there are 13 IB2 students so... ) and I also got predicted grade B for my TOK essay :')
  3. I personally have been diagnosed with depression, panic disorder, social phobia and ED-NOS (eating disorder). I am not really past all these problems but I do know how to deal with them. At the moment depression and social phobia is something that does not bother me much, as I have kid of gotten past that. These days I deal with my eating disorder which goes up and down, some days better than others, it's ridiculously difficult to get these sort of things back on track and I have many physical problems caused by the long term effects of it, however my panic disorder is getting increasingly worse now as the final exams are closing in. What I do to manage it (along with Cognitive Behavioral Therapy) is just remember that my fears are completely irrational, that what I am experiencing in not dangerous, do some breathing exercises and simply just try to calm down. What helps me get through these exams is that I am entitled to additional examination time and breaks between and I have studied extremely well for the exams so I feel less stressed and thus I have decreased the probability of a severe panic attack during the actual exams I hope.
  4. Paper 1 - Be prepared to answer some questions on unseen prose and poetry - be ready to comment on literary features in detail Paper 2 - pick 2 of the works studied in part 3 and re-read/re-study in detail and make detailed notes and practice on old exam questions before hand. I am also taking my English A1 final next week (only HL) but I am not so stressed because there isn't so much material to study for it so if you know your works well a 6 should not be so hard to score. Good luck!
  5. I really love Black Metal, but I also listen allot to drone, doom metal and stoner/doom/sludge. My favorite bands at the moment are Deathspell Omega, Peste Noire, Amesoeurs, Absurd, Moss, Thergothon, Black Sheep Wall, Plastic Gods etc
  6. I absolutely love reading, which is good, since I am aiming at a doctor degree in literature. I really love classic literature. I must say that my absolute favorite at the moment are: The Metamorphosis - Franz Kafka The Master and Margarita - Makhail Bulgakov The Five People You Meet in Heaven - Mitch Albom Hamlet - Shakespeare Phantom of the Opera - Leroux Various short stories by Edgar Alan Poe + a billion more. I am currently collecting books for my own personal library consisting of rare, beautiful or classic books.
  7. I think it is terrible. I cannot for the life of me understand why in the world people like this trash! Perhaps, I have a "snob" taste of literature but I think Twilight is terrible. In my opinion, it is badly written, shows little talent for writing, the vampire concept is completely ignored which is understandable since the book is written by a mormon which has no prior knowledge of vampires. I didn't manage to read the full book, but what I read, was terrible enough. If you guys want REAL vampire litterature, I urge you to check out Anne Rice.
  8. Well, in my school the IBers are sort of split in 2 groups. Since my school is the only school that offers the IB program or any sort of education in english, the IB students are split in 2. There are the ones that seek the IB because they have book smarts, the ones who have lived abroad and are more familiar with learning in enlish, the ones that, intelligent people that are dedicated to their education and truly wish to succeed and dream of universities abroad. Then there is the second group, this group contains those who have recently moved to Iceland or may have stayed a long time and haven't had the time to or haven't bothered to learn icelandic. Since they don't know icelandic the only education is the IB program. These students tend to be the ones that skip classes, are nott interested in education, are forced into the IB by parents etc. These people wont do well in the IB. So it's really split. However, I have not noticed that there is a specific difference between those groups when it comes partying or relationships. Both groups contain girls who are dating assholes, both groups contain students who drink, smoke and use recreational drugs and both groups contain students that do badly onn exams and fail. I personally joined the IB program since I am more comfortable with expressing myself in english, I found the icelandic education system to be boring and lacking, while the IB program was fast paced and demanding enough. I am 18 years old now in IB2. I am passing all my subjects with excellent grades, I am vice-president of the MUN club, I am well favoured by my teachers etc. Still, I live in my own appartment with my boyfriend. We pay rent and electricity and pay food. As well as studting, I cook and clean around the house. It does not affect my grades but I am the only one not living with parents in my class. Also, I use recreational "drugs". I smoke weed at least 5 times a week, and it doesn't affect my schoolwork at all, and still even though I smoke weed eevery day I still did better than most of my class-mates who do not use "drugs". Then again, marijuana isn't a drug.
  9. I'm good at french for an Icelander that is, not like in britain when you start studiying french in elementary school though... I really think if I retake the B exam I might get a 5 max but if I could take ab initio I'd get 6 maybe 7 Need a higher score than 4 at least because I need a minimum of 35 on my diploma
  10. I took the anticipated exams 2009 in french B SL and got a 4. I am not happy with that grade, because I'm quite good at french so I was wondering two things, would I be allowed to retake it along with my other exams 2010? Is it possible for me to take the ab initio instead of B when I've already taken the anticipated as B? Need serious help with this ASAP! Thanks, Teresa
  11. How can I find a relevant knowledge issue? I've given it allot of thought and nothing I come up with is relevant enough... And the full length draft is due on tuesday and I'm totally lost... Any suggestions or step-by-step instructions how to formulate a knowledge issue?
  12. Mine is Paradoxes through subversive actions in Allende´s house of spirits and Puig’s Kiss of the Spiderwoman. Funny thing is I'm actually fixing it up right now and finishing it :/ Handing it in in September...
  13. Me in the Icelandic snow Me ^^
  14. Iceland is a part of Scandinavia as well but then again there is only one IB school there
  15. teresad

    Name Your IB School

    Menntaskólinn við Hamrahríð, Iceland, June 2010
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