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Blackcurrant

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    Nov 2008
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  1. OK -- I see this now. IB1....
  2. Hi Milja, We can't do the work for you; but we'd be glad to help if you want to confirm if your guesses/annotations are more or less in line with English A and IOC expectations . You have to take that first step yourself. Have you done your IOC already? "Tossing over" a couple of literary techniques, especially if these are last minute all suggest a casual approach. The IOC (and your prospects of doing well) are worth much more than that, I should think.
  3. I guess this reply will be too late for you, but maybe of use to anyone else that comes along asking the same sort of question. One pretty straightforward approach is to tie this chapter in with a major theme, or themes. That should be quite easy and will give you direction and coherency in your writing. Alternatively, you could examine how this chapter uses particular literary devices to convey its main idea(s). You could choose one or two main ones that are used consistently. You haven't said if this is written or part of an IA, because that could make some difference to how you go about things. You have very little time in an IA, so are much more restricted.
  4. They observe the marking criteria, as they do in English A. Equally. No exceptions. I think it goes without saying.
  5. Yep. Gaby's right. Nice to see you G.
  6. Hi Sally, It depends which books your teacher will be assigning for your course: do you know what they are? Also, which English A are you taking? LangLit or English A Lit? It makes a difference. We can suggest something for the second (learning to study lit), but the first is entirely up to your teacher and no particular book will really serve you beforehand.
  7. Hi Fairways, I think Ellen is spot on -- you need to be much more precise with your EE topic/title. And in fact, I'd go a little further. Or much further, actually: you'd better avoid the word "humanism" completely, and concentrate on something even more specific. Humanism is such a broad concept but also has little to do with a literary approach : it is a philosophy. You don't want to get mired down in that for an EE in English. Also, if you are intending to write an "investigation" (which is the nature of the EE ) then you should be doing more than simply identifying something and giving examples, which would keep you in the very lower marking echelons. Your idea suggests this is what you are planning to do. So, what Ellen suggests with her two example titles provides a good starting point (to my mind, anyway), but you'll need to think more about what you hope to achieve through your choice of topic. One way to do that (which worked for me, and in fact advised) is address the questions: 1) "what exactly do I aim to reveal with this topic" and then, with that in mind 2) "Why is this topic research-worthy?" If the answer suggests that your EE will be offering some novel insights, worthy of investigation, then go right ahead with whatever you have. Does this help at all?
  8. What's your topic?
  9. Hi Ja Paulina's You are right about that. The phrasing is not conducive to a literary treatment and will lead you astray as you start thumping out a philosophical / sociological treatise. . Better avoid that! Try something like: "What role does (the motif of) "fear" play in our understanding of (X in) _Leaves of Grass_?" The words in parentheses is an option and ...X in... represents a more precise statement of intention, which is up to you to formulate. With that you have more focus and a better sense of purpose. You suggested already "emotional and physical reality" but there is, of course, no "reality" provided by a literary work. A more careful formulation of intent would be how fear "shapes and limits characters' relationships" ( made-up examples, by way of illustration only). Does that help at all?
  10. The BIG5 is not really an organizing principle. It is just to remind you of elements of a text that you should write about. Your response and how you structure it will very much depend on what you have in front of you. Allow the text to shape how you write to it. A predetermined structure (like the infamous 5 par. essay) will lead to a generic-sounding response (and therefore dull) and, worse, can blind you to the subtleties of the text.... I think your teacher is not giving the best kind of advice. Compare it to the regular examiner reports, for instance, which tell you to steer clear of all pre-structuring. We went through these in class and I also got them from outside sources. It is the same every year. Basically, *be open and make sure to incorporate the BIG 5 into your response. * Let the text speak to you and decide what is most salient (voice? characterization? image?) or interesting about it. * I got a lot of practice with Paper 1 exams and practice does make perfect, as they say. It is true. Nothing else can replace real practice with real exams. The best responses emerge from that approach.
  11. Just remember this is a LIT. EE, so your topic/thesis should not sound like a Social Science study -- you don't want to go down that road. There should be a clear literary treatment of the topic, which is not apparent from your title here. I am not sure what else to suggest, since I didn't study this particular novel. I did Orwell's 1984.
  12. She's a brilliant prose stylist. That could be the focus of your IOP investigation and talk-- the way she brilliantly incorporates dialogue, observation and sharp evaluation in her pieces and captures a particular impression, look or tone. You would expand this discussion of style by linking it up to how she captures the zeitgeist of the 1960 and 70s in her "White Album", for instance. Alternatively, you could focus on a topic/theme that run through her essays and show how she develops her ideas on these. It's not hard, really.
  13. Oh, yes -- forgot that this is self-taught. Forget the teacher then. But your IOC will still suffer if you don't make use of all the time allowed. 10 minutes is extremely limiting already and there is none of the back up (saving grace) of the normal IOC exams which is the extra 5 min question period where a teacher can probe and help you develop. The ten minutes is your only shot.
  14. 1) Yes 2) No restrictions (officially), but consult with your teacher on this one. Your teacher decides.. 3) 5 minutes is a sign you don't know much and don't have much to say. A good indication of a FAIL. Its waaaaay too short! What's more, your teacher/interviewer will DEFINITELY not appreciate having to do a lot of footwork to fill in the gap for you. Moderators will note your over-reliance on the teacher/interviewer. Does not bode well. 4. Never do this. Forget it. Don't even think of it. It's not an option. Why not prepare properly for your orals and be ready to talk naturally and thoughtfully? If you are unable to do this without the support of teacher and notes then you are preparing to fail. Think about it.
  15. Hi, What your teacher means is "Outline". It's a bit like a rational, but there is no wordcount and you can write much of it in bullet-points. Basically, you must state the question, show how you developed your answer to the question. What is your main, governing idea (your answer/argument/thesis)? what does each paragraph accomplish (each develops a single idea, which relates to your thesis, right)? Bullet points will do. That's about it.